The Brazilian Academy of Sciences (ABC), the Brazilian Society for the Advancement of Science (SBPC) and eight other scientific entities requested, in a letter to Minister Marcos Cesar Pontes, the withdrawal of the proposal that transfers the Executive Secretariat of the National Development Fund (FNDCT), which until then was awarded the Financing of Studies and Projects (Finep), to the Ministry of Science, Technology, Innovation and Communications (MCTIC).
Approved recently by the Joint Committee, Provisional Measure 870/2019 establishes, in Article 76-A, that MCTIC will exercise the functions of the Executive Secretariat of FNDCT. In addition, Section IX of article 85, Articles 8 and 9 of Law No. 11,540 / 2007, which deal with the coverage of FINEP’s operating costs and FNDCT’s management duties, are revoked.
The FNDCT was created in 1969 as a financial instrument for integrating science and technology with national development policy and, since 1971, Finep has been its Executive Secretariat. For the scientific community, the proposal approved in MP 870/2019 could result in the disappearance of Finep (with the risk of its future extinction), since FNDCT is responsible for a large part of the resources that the agency administers.
In the document, the scientists pointed out the risk of MCTIC distributing and executing funds from the Fund without carrying out analyzes based on technical criteria and without the use of external committees to judge proposals. They stressed that the FNDCT should serve a state policy rather than a government policy, which could happen if the entire decision-making process is exclusively focused on MCTIC (regardless of which government is in power).
The measure may also make it impossible for the FNDCT to be transformed into a financial fund, a proposal for which Finep, MCTIC and the scientific and technological community have been engaged in the last three years. “At this difficult time and with drastic and inexplicable contingencies, it is essential that the FNDCT continue to work for the scientific and technological development of the country,” said the scientific entities.
Registration for the 2019 National Exam for the Certification of Young and Adult Skills (Encceja) began on Monday, May 20. Encceja is an opportunity for those who did not finish their studies at the right age. There is evidence for elementary and high school, and to participate only have the minimum age required: 15 and 18 years respectively. The exam is free and registrations must be made through the Internet, in Sistema Encceja, until May 31. The tests will be applied on August 25, in the morning and afternoon, in 611 Brazilian municipalities.
The 2019 edition brings some news, mainly related to accessibility. For the first time, the announcement has a Brazilian language version of Signals (Pounds), available on Inep’s YouTube channel. Those who have had a medical report approved in other editions do not need to submit a new report during the enrollment. Deaf, hard of hearing and deafblind participants should indicate, during enrollment, whether they wear a hearing aid or cochlear implant. Another change is the need to justify the reason for the absence in the last issue. Security has also been strengthened. The participant who lets their electronic device emit any sound during the application will be eliminated, and all snacks will be searched.
Guidelines – To try for certification in elementary education, it is necessary to have 15 full years on the day of the test. For high school, you need to be at least 18 years old. Over the age of 18 they can take the exam for direct secondary education, even if they have not completed elementary school.
Only the certificate gets the one who gets the minimum grade required in each of the four tests, plus the essay. It is at the time of registration that the participant selects the evidence that will do. For those who have participated in other editions of the Encceja and obtained a sufficient mark in some of the tests, just sign up for those that are missing. The registration system will not display areas of knowledge where the participant has already achieved the minimum grade in past editions of Encceja or Enem until 2016. It is also during the registration that the participant chooses the certifying institution that will issue the diploma.
News – For the first time, Inep offers a version of the announcement of Encceja in Brazilian Sign Language (Pounds). The file, published on Inep’s YouTube channel, aims to assist deaf or hearing impaired participants, reinforcing Inep’s Inclusion and Accessibility Policy. The applications of Encceja abroad and for persons deprived of liberty will be defined by another public notice, which will still be published.
Evidence – Encceja has four objective tests, each with 30 multiple choice questions, and one essay. For the certification of elementary education, the participant is evaluated in Natural Sciences; Mathematics; Portuguese Language, Modern Foreign Language, Arts, Physical Education and Writing; and History and Geography. For the high school, the evaluated areas are Sciences of the Nature and its Technologies; Mathematics and its Technologies; Languages and Codes and their Technologies and Writing; and Human Sciences and Technologies.
Certification or Declaration of Proficiency – The minimum grade required is 100 points in the objective tests and five points in the essay. The results can be used in two ways. Whoever obtains the minimum grade required in the four objective tests and in the writing has the right to the certification of completion of elementary or high school education. Whoever achieves the minimum grade in one of the four tests, or in more than one, but not all, is entitled to the partial declaration of proficiency.
Inep elaborates, applies and corrects the Encceja tests, but the certification is made by the State Secretariats of Education and Federal Institutes of Education Science and Technology that have signed a term of adhesion to Encceja with Inep. The participant must choose the certifying institution in which he prefers to apply for the certification or the partial declaration of proficiency during the enrollment.
Technology and education are two instruments that, if used together, can be very powerful. When applied in an institution of higher education in an articulated and well structured way, the result is clear: the optimization of students’ academic performance.
In this sense, references in education and specialists from around the world point to the use of technology in favor of education as the formula for the success of countries that have managed to transform the education sector.
Want to know more about how technology and education can work together to improve learning methods in Brazil? Next, we will present the positive experiences of other countries that have stood out by revolutionizing the education sector. Follow and be inspired!
Japan, also known as one of the greatest technological powers, saw the need to develop the social-emotional skills of its students and not simply replicate ready-made formulas and concepts.
Already in elementary school, students learn English, health, industrial arts, as well as fundamental aspects of moral education. The Japanese example expresses the need to develop education in a complete way. After all, with Industry and Education 4.0, the repetitive works will be gradually assumed by the machines, giving margin and highlight to those who work with creativity and autonomy.
The country located in Southeast Asia has developed its educational sector through projects and methodologies that encourage students to build their own knowledge. In this way, teachers present daily problems and students must create a solution through technology and education.
Another essential aspect for the transformation of the educational sector was the appreciation of the teaching staff. Teachers receive a good salary, in addition to the need for another year of preparation at the National Institute of Education, which is fundamental for teacher training.
The Nordic country also chose to work on learning methods through projects and methodologies that develop students’ knowledge. Creating the learning method known as CLIL (Integrated Content Language Learning).
Teachers promote the integration of content from various areas of knowledge and use a second language to instruct students. Another factor that differentiates the Republic of Finland is the way students are divided into classrooms, usually in large circles or tables to facilitate discussions and discussions.
South Korea overcame a poor and war-torn past to reach the incredible milestone of 100% of the literate population.
Read also: How higher education institutions can deal with functional illiteracy
There are several factors to explain the rise of the educational sector in the country, for example: from 15 years, students spend about 1020 hours per year in schools, totaling one hundred hours more than the traditional. This data does not take into account the overtime of reinforcement, a common aspect for Korean students.
There technology and education go hand in hand and the classrooms rely on digital slates, digital book systems that contain texts, photos and videos, among other technological resources.
Technology and education: know the contribution of My Library
My Library is a digital book platform comprised of the four major academic titles publishers in the country. The solution offers IES an intuitive and innovative digital library packed with quality technical and scientific content through any device with Internet access.
Through the online library, students have quick and easy access to thousands of academic titles. The teachers, in turn, use the platform as support for the preparation of the lesson plan.
As we can see throughout the text, technology is key to improving and transforming the education sector. Do not waste time and start using technology and education together in your educational institution.
For a long time the school was a space that offered lagging methods of teaching, based on blackboards, books and fully expository classes. This teaching was decontextualized from the life of the young people outside the institution, and from that came the need to apply technology in education.
The difference of realities between what the student had access in the classroom and in the street made the student lose interest in classes and school practices.
A methodology that innovates and transforms technologies into pedagogical tools can hold much more attention to the contemporary student. Therefore, adapting education systems is increasingly necessary.
With this in mind, we have selected some information about the importance of technology in the teaching and learning process at school. Check out!
Why is technology so much talked about in education?
Today’s basic education students are already born connected to the virtual world – they are practically digital natives! All these young people have the digital world much more integrated to their reality.
This context challenges schools and teachers to use new technological resources for teaching. Avoiding their presence is no longer an option, and we must integrate them into education in the best possible way.
Thus, educators gain the help of new tools to make classes more thought-provoking, differentiated and participatory. The student, in turn, feels more comfortable and motivated to study, increasing his self-esteem.
As there are many options, it is up to the teacher to seek alternatives to bring the resources that children and adolescents already use in their routines to the classroom in order to arouse their interest and engage them in learning.
What are its benefits?
Technologies need to add the interest of parents, students and teachers, in order to make classes more motivating, creative and interesting. In addition, technology offers more practical, playful, interactive and dynamic ways of explaining content, involving and giving students autonomy.
Check out other benefits of technology in education:
The insertion of technology into teaching allows the teacher to better evaluate the performance of each child in the proposed activities. This is because it is possible for the educator to receive feedback on the student’s activities, the number of correct answers and the doubts he or she had during the studies.
In this way, the subjects can be adapted according to the profile of each student, so that those with some cognitive deficiency can perform different activities while the other students advance in the exercises according to their knowledge – seeking, increasingly, new challenges for all.
Classes in the traditional model of teaching, expositive and about 50 minutes long, are tiring and hardly hold students’ attention for so long. With the new possibilities of teaching, the teacher has the autonomy to apply those that best meet the profile of his students, in order to keep them always focused.
As they are already familiar with technological tools, young people are able to interact well through them. So, with the help of the internet, even the most timid are able to carry out group work, express their opinions and show their knowledge.
As a result, young people feel motivated because they realize that they are an active and important part of the development of learning for all.
It is possible to make the school environment enticing and attractive for children and adolescents. Stimulating exercises, challenging games, teaching videos and play activities: there are a number of resources to be explored by students and teachers.
In this way, the school becomes a pleasant place to attend, even avoiding school dropout.
How can technology be applied?
The use of technology in education has been causing transformations not only in the teaching processes but in the learning processes. Therefore, schools need to innovate and reinvent themselves to arouse students’ interest.
Check out some technologies that are already trend in the classroom:
Virtual reality and augmented reality
Virtual reality is able to “trick” the senses through a realistic simulation of immersion. It can simulate and induce sound, visual and tactile effects on the user. In this way, the student has the possibility to make “trips” and to know different environments or times, for example.
Augmented reality places the digital world in the real world. You can access content through special codes and create unique learning interactions, both inside and outside the classroom. A very current example of augmented reality utilization is the Pokémon Go game, which has become a hit among young and old.
Classroom gamification uses digital games to motivate and engage students in some method of learning. The games are completely interactive and use scores, awards and levels of difficulty to teach the subjects.
In addition to being a very effective option to attract students – they learn by joking – gamification perfects and develops skills such as teamwork, competitive spirit and creativity. The player must always be attentive and make decisions in order to solve problems.
The digital slate is the current solution for replacing the old blackboard. Basically, it consists of using a large computer touch monitor. Through its interactive resources, the educator works the content with its students in a complete and comprehensive way.
Another great advantage of these digital pictures is that the subjects taught are not lost. You can use the tool to save and share subjects later. Thus, students need not interrupt their reasoning to copy texts and explanations.
Technology in education is not intended to replace teachers and completely abolish traditional teaching methods, but to add improvements to studies. The Pedagogical Political Project of schools that use technological tools in the classroom must be consistent and teachers must be prepared for the changes.