We are pleased to present the latest issue of the Compliance Elliance Journal (CEJ). In this edition, we will focus on legal education and professional training re compliance and ethics.

Lesson study is known as an effective Japanese professional development approach for teachers, since 1999.After that, this approach used dramatically as a way for improving teaching and learning in classroom through many countries and by many researchers. Review the literature of lesson study show that there is one common effort between the researchers to apply this approach. That is to make local model for using this Japanese approach as a localized one to release the unavoidable challenges of applying the method of another educational culture. This paper first reviews the literature on lesson study as a way of teachers\'' professional development, which has been conducted since Meiji Period in Japan and is conducting for today\''s teaching in classroom. Then it clarifies how Iranian mathematics teachers encountered with this method. Finally, the finding of this research addresses a general translated model of lesson study that is preferred to apply lesson study for Iranian culture of education.

We are pleased to present the latest issue of the Compliance Elliance Journal (CEJ). In this edition, we will focus on legal education and professional training re compliance and ethics.

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Na presente dissertação discute-se o profissional de Educação Física formado na Escola de Artes, Ciências e Humanidades da Universidade de São Paulo. Por meio de uma pesquisa exploratória, com interpretação qualitativa, traçou-se um paralelo entre a estrutura curricular do curso e o Projeto Político-Pedagógico, para estabelecer equivalência com as disciplinas, os projetos, os grupos de pesquisa, as ações de extensão e a vivência cotidiana no curso Bacharelado em Educação Física e Saúde. Como parâmetro utilizou-se a Portaria GM Nº 154 de 24 de janeiro de 2008, que criou o NASF, para a escolha das palavras-chave na construção das categorias que balizaram o curso, na tentativa de compreender se o profissional formado atende as demandas conceituais e práticas da relação SUS/Saúde/Educação Física. Diante da inserção de profissionais de Educação Física nas equipes dos sistemas de saúde, ocorreu a expectativa de repensar a formação deste profissional e, fez-se, portanto, a pergunta: \'Que profissional de Educação Física queremos para atuar no SUS?\'. Dentre as 70 disciplinas do curso de Bacharelado em Educação Física e Saúde, obrigatórias e optativas eletivas, apenas 6 não contemplaram os critérios estabelecidos em seus objetivos ou resumos com os termos do NASF. Tendo em vista esta colocação, pode-se inferir que há alinhamento junto ao Projeto Político-Pedagógico para a formação e atuação do profissional de Educação Física e Saúde para a área da saúde pública. Com a análise questiona-se o programa oficial, o que não proporciona diretamente o aprofundamento sobre o aluno, pois, este pode não escolher as disciplinas optativas ou mesmo não optar pelo estágio no SUS, assim como nas disciplinas de formação ativa, escolher temas que não têm nenhuma relação com saúde. No entanto, com base nos resultados obtidos nesse estudo, acredita-se que o curso avança no sentido de proporcionar potencialidades na área da saúde voltada aos objetivos do SUS, mas este avanço só se fortalecerá caso haja investimento público em contratar profissionais de Educação Física / In the present dissertation, we talk about the Physical Education professional graduated from School of Arts, Sciences and Humanities, University of São Paulo. Through an exploratory research with a qualitative interpretation, we compared the curricular structure of the course to the political-educational process to establish an equivalence for the disciplines, the projects, the research groups, extension actions and the daily experience from the Bachelor of Health and Physical Education course. As a baseline, it was adopted the \"Portaria GM Nº 154\" from January, 24th, 2008, which created NASF, on the keywords triage for the categories constructions which defined the course, in the attempt to understand if the graduated professional meets the conceptual and practical requirements demanded by the complex relationship between SUS, Health and Physical Education. With the Physical Education professional insertion in healthcare groups, it has emerged an expectation to rethink this professionals education, so, we should ask ourselves: \'Which Physical Education professional we want to have in an important role on SUS?\'. Among the 70 disciplines of Bachelor of Health and Physical Education course (including all mandatory and elective subject areas), only 6 of them do not contemplate the requirements established on their objectives regarding NASF\'s terms. So, we can imply through those facts that it does exist an alignment with the political-education project to impact the formation and the acts of the Health and Physical Education professional on public health. With this analysis, we aim to enquire the official program, which doesn\'t directly provide any further development about the student, because he can choose to reject the elective disciplines or even to not make the SUS internship, as well as choose subjects that don\'t have any correlation with healthcare. However, based on the results of this study, the course advance in providing potentialities, oriented to the SUS healthcare objectives, what would only thrive if we have more public investment to hire those Health and Physical Education professionals

Made available in DSpace on 2016-08-10T10:32:21Z (GMT). No. of bitstreams: 1 SANDRA LUCIA GONCALVES.pdf: 2162767 bytes, checksum: 01220947a07e437c83d3e3e851272d92 (MD5) Previous issue date: 2014-06-30 / This work includes research and analysis on the expansion and reconfiguration of education, science and technology and its implications for relations and working conditions at the Federal Institute of Education, Science and Technology State of Goiás (IFG), with emphasis on national scene, in the vocational and technological education policies, its implications relations and working conditions and forms of resistance and oppositions of teachers and technical and administrative workers. Studies undertaken in the examination of the implementation of Law in 9394-1996 (BRAZIL, 1996) Guidelines of the National Education (LDB), and creation of Ifets to Law 11,892 - 2008 (BRAZIL, 2008), were guided by perspective of the capital relation, work and education in the light of categories and concepts developed by Marx, Engels, addressing the main mediations that contributed to the establishment of a close relationship between education and the capitalist mode of production. It analyzes also the dimensions problematized by the analysis of corporate transformations and their expressions in contrarreforma state in Brazil, and their implications for public social policies and the main axes of political and legal contrarreforma process performed in education policy, science and technology highlighting two legal instruments, Decree No 2208-1997 and Decree No. 5,154 - 2004. The analysis rests with the network expansion process and its double face today - the technological improvement and the commodification of knowledge according to the guidelines of international organizations. In the study seized the process and the connections with the precariousness and intensification of work and the new institutional framework of the network, with the study of their specific at the Federal Institute of Goiás. The main changes undertaken since 2008, the policy guidelines "people management" in IFG add to the problem of intensification and job insecurity. / Esta dissertação compreende a investigação e a análise sobre a expansão e a reconfiguração da educação profissional, científica e tecnológica e suas implicações nas relações e condições de trabalho no Instituto Federal de Educação, Ciência e Tecnologia do Estado de Goiás (IFG), com ênfase ao cenário nacional, nas políticas de educação profissional e tecnológica, suas implicações relações e condições de trabalho e formas de resistência e contraposições dos trabalhadores docentes e técnico-administrativos. Os estudos empreendidos no exame da implementação da Lei no 9.394-1996 (BRASIL, 1996) de Diretrizes de Bases da Educação Nacional (LDB), e de criação dos Ifets com a Lei no 11.892-2008 (BRASIL, 2008), foram norteados pela perspectiva da relação capital, trabalho e educação à luz de categorias e conceitos desenvolvidos por Marx, Engels, abordando as principais mediações que contribuíram para a constituição de uma estreita relação entre educação profissional e o modo de produção capitalista. Analisam-se ainda as dimensões problematizadas pelas análises das transformações societárias e suas expressões na contrarreforma do Estado no Brasil, e suas implicações nas políticas sociais públicas e os principais eixos políticos e legais do processo de contrarreforma realizada na política de educação profissional, científica e tecnológica com destaque para dois instrumentos legais, o Decreto no 2.208-1997 e o Decreto no 5.154-2004. A análise recai sobre o processo de expansão da rede e sua dupla face na atualidade a tecnificação e a mercadorização do conhecimento conforme as diretrizes dos organismos internacionais. No estudo apreendeu-se o processo e os nexos com a precarização e intensificação do trabalho e a nova institucionalidade da rede, com o estudo das suas especificidades no Instituto Federal de Goiás. As principais mudanças empreendidas a partir de 2008, as orientações da política de gestão de pessoas no IFG somam-se à problemática da intensificação e precarização do trabalho.

O papel estratégico da educação como alavanca do crescimento e desenvolvimento socioeconômico é hoje consenso internacional. Além da democratização do acesso ao ensino, faz-se mister garantir uma educação de qualidade, que prepare cidadãos para atuar de maneira crítica e participativa da vida social, possibilitando-lhes a entrada e a permanência em um mercado de trabalho em constante transformação. Muitas universidades e professores tem tido dificuldades em acompanhar as mudanças, o que tem provocado debates e publicações sobre educação, discutindo-se tanto a premência de reformulações nos projetos pedagógicos, quanto de formação, atuação e desenvolvimento dos que nela ensinam. Nesse sentido, a possibilidade de utilizar a tecnologia como ferramenta pedagógica se mostra como um caminho promissor, tanto na intenção de alcançar objetivos educacionais, bem como, de ir ao encontro de interesses e necessidades, de professores e de alunos, quanto da demanda do mercado. O presente estudo constitui-se de uma pesquisa aplicada de produção tecnológica, que teve como objetivos desenvolver e avaliar um curso à distância de Capacitação Pedagógica para Docentes de Enfermagem. A metodologia de desenvolvimento do curso baseou-se no modelo Addie fundamentado no Design Instrucional Contextualizado (DIC) e baseou-se nos referenciais pedagógicos de Lev Vygotsky, Pierre Levy, John Dewey. O tema central do curso foi dividido em 10 unidades de aprendizagem com 30 horas cada, todas seqüenciais e complementares. O curso foi avaliado por doze especialistas nas áreas de ensino à distância, enfermagem e educação, baseados em três dimensões: pedagógica, tecnológica e comunicacional. De maneira geral o curso foi avaliado pelos especialistas como muito satisfatório e satisfatório em 251 (95%) dos itens, os quais apresentaram sugestões de melhorias. Concluiu-se que a proposta deste curso de especialização permitirá a capacitação dos docentes de enfermagem por meio de uma aprendizagem dinâmica e colaborativa, promovendo um saber fazer reflexivo com o uso das tecnologias de informação e comunicação para atender às reais necessidades da graduação de enfermagem. / The strategic role of education as a lever for growth and socioeconomic development is now an international consensus. In addition to the democratization of access to education, it is mister ensure a quality education that prepares citizens to act as a critical and participatory social life, enabling them to enter and stay in a job market in flux. Many universities and teachers are struggling to keep the changes which has led to debates and publications on education, discussing both the urgent need for reformulation of educational projects, and training, performance and development of those who teach it. In this sense, the ability to use technology as a pedagogical tool appears as a promising way, both the intention of achieving educational goals, as well as to meet the interests and needs of teachers and students, as the market demand.The present study consists of a production technology applied research, which aimed to develop and evaluate a distance learning course Pedagogical Training for Nursing Faculty. The development methodology of the course was based on the model based on the Addie and grounded in Instructional Design Contextualized (DIC) and was based on the pedagogical framework of Lev Vygotsky, Pierre Levy, John Dewey. The central theme of the course was divided into 10 learning units with 30 hours each, all sequential and complementary.The course was evaluated by twelve experts in the areas of distance education, nursing and education, based on three dimensions: pedagogical, technological and communication. Overall the course was rated by experts as highly satisfactory and satisfactory in 251 (95%) of items, which made suggestions for improvements. It was concluded that the proposal of this specialization course will enable the training of nursing faculty through a dynamic and collaborative learning, promoting a reflective know-how with the use of information and communication technologies to meet the real needs of the nursing degree

This diploma thesis deals with the topic of Mutual collegial support in the Step by Step program. It examines how this support is implemented at a selected innovative school. In the theoretical part describes the professional development of a teacher, mutual collegial support, mentoring in teaching and mentor quality. It focuses on the educational activities of Step by Step Czech Republic. In the case study, the research part describes the realization of collegiate support, especially in the form of mentoring. This research method is based on participating observations, in-depth interviews, questionnaires, material and video analysis. A portrait of a mentor, which depicts her style of work, is created in the form of a metaphorical comparison. And it also describes individual forms of collegial support and its benefits or possible constraints. Key words Collegial support, professional development of teachers, Step by Step program, mentoring in teacher education, mentoring relationship

Equality and diversity legislation across the UK and Australia has stimulated the health profession sector to make workplace equality and diversity policies transparent to service users (Wadham et al.2010; RCN 2016; GMC 2016; WGEA 2012). However, research literature has identified inequalities within the healthcare workplace as reported by health professions students. Specifically, research has identified issues concerning identities (gender, age, sexuality etc.) adversely interplaying with students' workplace learning experiences (Rees & Monrouxe 2011; Illing et al. 2013;Monrouxe, Rees, et al. 2014). Such negative learning experiences (i.e.discrimination, abuse) have been found to affect students' retention and success (Northall et al. 2016). Despite research shedding light on these issues, studies have typically explored individual identities and demographics and neglected how students' intersecting identities shape their learning experiences, retention and success. Furthermore, research has only offered recommendations for enhancing retention and success of students, rather than exploring the issues affecting retention and success in health professions education. This thesis explicitly explores what and how multiple intersecting personal and professional identities shape healthcare students' learning, retention and success in the context of gendered environments and professions (i.e. male- and female-dominated contexts). Underpinned by social constructionist, narrative and feminist methodologies (Kitzinger 1995; Hunting 2014), I conducted a large secondary analysis on 2255 workplace learning experiences from across the UK and Australia as well as multiple health professions. To follow on from the secondary analysis, I led a multi-site longitudinal audio diary study across two sites in the UK, to explore health professional students' workplace learning experiences in the context of male- and female-dominated environments. Multiple cross-sectional and longitudinal qualitative approaches were employed to explore the data, including thematic, narrative, positioning, and case-study analytic methods. Novel findings from my thesis highlight how participants narrated their intersecting personal and professional identities within male- and female-dominated contexts. I found how recurrent tensions and power imbalances between intersecting identities, learning experiences and environments across time led to an adverse impact on healthcare participants' thoughts and reflections about their learning, retention and success in the health professions. Sensitising the participants to tensions concerning how they negotiate their intersecting personal and professional identities are valuable for understanding and influencing their retention and success. Furthermore, findings from my thesis provide critical recommendations to enhancing healthcare students' workplace learning, retention and success in the health professions, through incorporating intersectionality into healthcare education curricula. The recommendations made in this thesis contribute to helping understand and support a diversifying healthcare workforce and shed light on potential issues around healthcare workforce shortages, which can be addressed through enhancing health professions' educational policies and practice.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-03-03T14:50:38Z No. of bitstreams: 2 Dissertação - Fernanda Rosiak Gonzaga Faleiro - 2015.pdf: 5911837 bytes, checksum: 1ea9a6cba3828da4bee2da6205d2e19f (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-03-03T14:54:11Z (GMT) No. of bitstreams: 2 Dissertação - Fernanda Rosiak Gonzaga Faleiro - 2015.pdf: 5911837 bytes, checksum: 1ea9a6cba3828da4bee2da6205d2e19f (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-03-03T14:54:11Z (GMT). No. of bitstreams: 2 Dissertação - Fernanda Rosiak Gonzaga Faleiro - 2015.pdf: 5911837 bytes, checksum: 1ea9a6cba3828da4bee2da6205d2e19f (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-10-21 / In Brazil, Unified Health System’s Technical Schools (UHSTS) are reference to the qualification and training of allied health personnel in the health system. With the extensive development of information and communication technologies, distance education (DE) is presented as an alternative to train workers face to face method of teaching. This study aimed to analyze the perceptions of directors of UHSTS on the DE in training of allied health personnel for the UHS in 2013. An exploratory-descriptive study with quantitative and qualitative approach was carried out using an electronic questionnaire to collect data. The response rate was 80,5%. The results showed that the majority of respondents were female (72.4%); aged over 50 years (55.2%) and postgraduate (93,1%). The majority (86.2%) has participated in distance learning courses; 42% of the courses were specialization. With respect to courses/activities in distance education in UHSTS, they were developed in only 31% of schools; most were technical courses (42.2%), followed by training/improvement (26.3%) and specialization courses of higher level (21%); 89.4% were conducted in partnership with other institutions and among technicians, none was financed by the Ministry of Health (MOH). The positive points of DE in the training of allied health personnel in health highlighted by the directors surveyed in subcategories of analysis were: accessibility to courses; reduction absence from workplace; flexible schedules for the study; post-technical courses and theoretical subject. The difficulties identified in subcategories were: lack of technological infrastructure in the municipal districts; students' difficulties in accessing technological resources; unsuitability to all kinds of people; distance physics tutor/student; technical courses in health; financing installations and acquisition of equipment; training of qualified technical staff. It can be concluded that despite the distance education be regarded as an option to the decentralization of the courses of UHSTS, the perception of the directors on this modality qualification and training for allied health personnel was permeated with more hindering aspects than favorable points. The challenges mentioned could be better addressed through a distance education’s politics of MOH which embraced these workers. / As Escolas Técnicas do Sistema Único de Saúde (ETSUS) são referência no Brasil para a qualificação e formação de técnicos de nível médio em saúde para o SUS. Com o amplo desenvolvimento das tecnologias de informação e comunicação, a educação a distância (EaD) apresenta-se como alternativa para a capacitação de trabalhadores face à metodologia presencial de ensino. Este trabalho teve como objetivo analisar a percepção dos diretores das ETSUS sobre a EaD na formação dos técnicos de nível médio em saúde no ano de 2013. Foi realizado um estudo exploratório-descritivo com abordagem quanti-qualitativa, utilizando um questionário eletrônico para a coleta de dados. A taxa de resposta alcançada foi de 80,5%. Os resultados mostraram que a maioria dos pesquisados era do sexo feminino (72,4%), na faixa etária acima de 50 anos (55,2%) e com pós-graduação (93,1%). A maioria (86,2%) já havia participado de cursos a distância, sendo 67,6% como aluno e 42,2% dos cursos feitos foram de especialização. Apenas 31% das Escolas realizavam cursos a distância, sendo que 42,2% eram cursos de nível técnico, 26,3% de capacitação/aperfeiçoamento e 21% de especialização de nível superior; 89,4% foram realizados em parcerias com outras instituições e, dentre os técnicos, nenhum era financiado pelo Ministério da Saúde (MS). Os pontos favoráveis da EaD na formação dos técnicos de nível médio em saúde destacados pelos diretores pesquisados em subcategorias de análise foram: acessibilidade aos cursos; redução da ausência no local de trabalho; flexibilidade de horários para o estudo; cursos pós-técnicos e conteúdos teóricos. Já as dificuldades apontadas em subcategorias foram: falta de infraestrutura tecnológica nos municípios; dificuldades dos alunos em acessar recursos tecnológicos; não adequação a todo tipo de público; distância física tutor/aluno; cursos técnicos em saúde; financiamento das instalações e aquisição de equipamentos; formação de equipe técnica capacitada. Pode-se concluir que apesar de a EaD ser vista como uma opção à descentralização dos cursos nas ETSUS, a percepção dos diretores sobre esta modalidade na formação dos técnicos de nível médio em saúde para o SUS foi permeada de mais aspectos dificultadores do que de pontos favoráveis. Os desafios apontados poderiam ser melhor enfrentados por meio de uma política do MS na área de educação a distância que contemplasse esse público.