Domingo, 13 de Dezembro, 2009


The Czars, Paint the Moon

The Growing Backlash Against Overparenting

The insanity crept up on us slowly; we just wanted what was best for our kids. We bought macrobiotic cupcakes and hypoallergenic socks, hired tutors to correct a 5-year-old’s “pencil-holding deficiency,” hooked up broadband connections in the treehouse but took down the swing set after the second skinned knee. We hovered over every school, playground and practice field — “helicopter parents,” teachers christened us, a phenomenon that spread to parents of all ages, races and regions. Stores began marketing stove-knob covers and “Kinderkords” (also known as leashes; they allow “three full feet of freedom for both you and your child”) and Baby Kneepads (as if babies don’t come prepadded). The mayor of a Connecticut town agreed to chop down three hickory trees on one block after a woman worried that a stray nut might drop into her new swimming pool, where her nut-allergic grandson occasionally swam. A Texas school required parents wanting to help with the second-grade holiday party to have a background check first. Schools auctioned off the right to cut the carpool line and drop a child directly in front of the building — a spot that in other settings is known as handicapped parking.

We were so obsessed with our kids’ success that parenting turned into a form of product development. Parents demanded that nursery schools offer Mandarin, since it’s never too soon to prepare for the competition of a global economy. High school teachers received irate text messages from parents protesting an exam grade before class was even over; college deans described freshmen as “crispies,” who arrived at college already burned out, and “teacups,” who seemed ready to break at the tiniest stress.

À atenção do nosso primeiro (e não só) que após ter estado 11 dos últimos 14 anos no governo, parece não ter nada a ver com nada que corre mal neste país e estar sempre e dedo apontado aos outros, como se de nenhuma insuficência padecesse.

Embora, verdade se diga, este seja um desporto nacional.

New Research: Blaming Others Is Contagious

Scientists have identified a highly contagious virus, which we can only stamp out together. No, this contagion is not another strain of flu or spyware spreading from computer to computer.

It’s blame.

That’s right, good-old-fashioned, it’s-not-my-fault–she’s-responsible, point-the-finger-at-the-other-guy blame.

According to a study appearing in next month’s Journal of Experimental Social Psychology, blaming someone else for one’s mistakes is a socially contagious condition—the behavior literally spreads from one person to the next.

And the effect isn’t just limited to those caught up in ricochets of blame (“He did it!” “No, she did it!”). Instead, the blame contagion contaminates mere witnesses to the finger-pointing, and it infects their behavior in completely unrelated contexts.

How to become a celebrity without any talent or skills whatsoever.

Once upon a time, it took actual talent to become a celebrity in America. Whether you achieved fame in arts and letters, athletics, or politics, it was necessary to have at least some modicum of skill. But now, thanks to cable television and the Internet, there is an endless appetite for “content.”

Content is a 21st-century invention for programming that too often falls short of the label “art,” but is usually entertaining nonetheless. For instance, Mad Men and The Sopranos are television art; reality TV and game shows are content. Vanity Fair and The Atlantic Monthly are stellar examples of the art of magazine writing, while Us Weekly and OK! are cover-to-cover content.

This need for content has created an opportunity for a young, enterprising person who’s willing to do anything to be famous but has no discernible skills. The tabloids abound with superstars who are “famous for being famous,” to crib the phrase most commonly used for this phenomenon.

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Sempre muito úteis, utilíssimas, as análises do Ricardo:

Progressão na carreira docente (Decreto-Lei n.º 270/2009).

A colega Ana G., teve a amabilidade de disponibilizar dois documentos que pelo interesse que suscitam recomendo a leitura e download. O primeiro esclarece a progressão com base na última alteração do Estatuto da Carreira Docente (Decreto-Lei n.º 270/2009, de 30 de Setembro) e o segundo é uma minuta de requerimento para contagem do tempo de serviço para fins de progressão na carreira. Não se esqueçam que estes e outros documentos se encontram disponíveis nos “Recursos ProfsLusos” (link também disponível na barra superior deste blogue).

Esclarecimentos relativos à progressão na carreira (Decreto-Lei n.º 270/2009).

Lycées : changer le logiciel ! par Cécile Duflot, Marie-Christine Blandin, Philippe Meirieu

La société française a mal à son lycée et peur de ses lycéens.

Elle a mal à son lycée qui, loin de combler la fracture sociale, l’accroît. Elle a mal à son lycée qui envoie dans l’enseignement supérieur des étudiants peu autonomes, insuffisamment préparés à la recherche documentaire, au travail en équipe, à la pratique de l’écriture longue et aux approches transdisciplinaires. Elle a mal à son lycée, clivé entre des séries et des filières qu’on ne cesse de proclamer “d’égale dignité”, mais dont la hiérarchisation reste tellement inscrite dans les esprits que les élèves des baccalauréats professionnels sont, dans l’indifférence générale, privés de philosophie, écartés d’une réflexion sur le bonheur, l’amour, la mort et l’avenir du monde. Elle a mal à son lycée qu’elle “sanctuarise” par des portiques de détection de métal, des caméras de vidéosurveillance et une inflation de sanctions disciplinaires, quand il faudrait densifier la présence des adultes en son sein, donner aux professeurs des bureaux où recevoir élèves et parents, dégager des temps de concertation pour imaginer ensemble comment partager le goût de savoir et le plaisir d’apprendre, comment transmettre les savoirs à tous et accompagner chacun. Elle a mal à son lycée qu’elle ferme à double tour un jour sur deux dans l’année quand tant d’activités de formation sont condamnées à chercher désespérément un vague local pour les accueillir.

Continua…

E a verdade é que muitas vezes o embaraço em falar – ou admitir que se fale – em Educação Sexual numa perspectiva não meramente sanitária e higienista é causado pela própria falta de vivência da sexualidade de uma forma aberta e prazenteira.

E isso não há nenhuma acção de formação que resolva a menos que seja bem inovadora. Quanto à reportagem do El País é lê-la a té ao fim.

El tabú es el placer

La educación sexual se centra en los riesgos y la reproducción – Hablar de sexo incomoda a muchos docentes – Faltan formación y apoyos.

La educación sexual es obligatoria sobre el papel. El de la ley orgánica vigente (LOE). Pero no acaba de llegar a los alumnos. Y mucho menos de forma amplia y organizada desde que tienen la edad adecuada para empezar a explicarles tanto lo que le va a pasar a su cuerpo (la menstruación, la eyaculación…) y los riesgos que pueden correr con el sexo sin una buena información (embarazos no deseados, enfermedades…) como las posibilidades de placer que puede darles solos o acompañados. El temario mínimo de la ESO contempla estas explicaciones pero los expertos que trabajan en estos temas (sexólogos, psicólogos, médicos…) coinciden en que, en la mayoría de los casos, esta educación se liquida en unas cuantas charlas, por lo general, a los 15 años, y que son pocos los profesores que hablan de ello en las materias en las que debería enseñarse.

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