Frente à chegada de imigrantes refugiados ao Brasil, surge a preocupação acerca do alcance das políticas públicas estabelecidas para o acolhimento dessas pessoas no país. Para tanto, realizou-se a revisão documental e de literatura buscando mapear as legislações e documentos de órgãos oficiais sobre os refugiados, bem como a produção acadêmica sobre os eixos temáticos políticas públicas, saúde e xenofobia, no período entre 2007 a 2017. Não foram encontrados artigos brasileiros sobre refugiados e xenofobia. A falta de políticas públicas ampla foi um aspecto diagnosticado pelas produções relacionadas aos eixos saúde e políticas públicas. O problema das migrações forçadas tende a atingir cada vez mais o Brasil, de forma que este estudo pode contribuir para a sofisticação das estruturas legislativas e sociais para lidar com o acolhimento de refugiados no Brasil.

RESUMO O objetivo deste ensaio é refletir acerca da noção de qualidade na educação a distância (EaD) no Brasil como objeto multiaxial, remontando aspectos de sua historiografia e das relações com ideais de constituição da evolução societal a partir das mediações interativas de base tecnológica e produtiva. A proposta se inscreve em perspectiva epistemológica crítica, perpassando a ressignificação de indicadores transeuntes da preponderância da economia de larga escala e signatários dos modelos avaliativos internacionais, com vistas a novas perspectivas éticas e estéticas. Ao final, propõe-se uma nova “matriz-qualidade para a EaD”, fundamentada na integração entre desenvolvimento humano e ecossistemas de aprendizagem potentes nessa modalidade.

Recovering the person’s place as a producer of subjectivity is essential to ensuring that development processes are not theorized in a depersonalized, fragmented and isolated manner. Based on the theoretical, epistemological and methodological legacy raised by the researcher Fernando González Rey on subjectivity, the objective of this article is to promote other forms of intelligibility development, based on the concept of subjective development, which allow us to highlight the generative character of the person. Subjective development is marked by the unprecedented nature of the subjective senses, as a force that stresses the system and that can mobilize new subjective configurations or reconfigurations. The complexities and challenges of investigation, guided by Qualitative Epistemology, are also discussed in this article, highlighting the unprecedented and unpredictable role of development, aspects that, when welcomed and legitimized, stress the processes that have been historically perceived to be pathological by society, even by the field of psychology itself.

The purpose of this study was twofold. First, it aimed to determine whether there are differences in Brazilian students’ attitudes towards online learning compared to their purpose in seeking for this modality and the localization of the pole where they received face-to-face support. Second, it aimed to identify if Brazilian students’ attitudes towards online learning predict their self-perception of performance in the course. A correlational and explanatory quantitative approach was taken through a survey. Data was collected from 593 undergraduate students enrolled in the online public administration course offered by different Brazilian universities. Descriptive statistics, Pearson correlations, group comparison (ANOVA) and multiple linear regression were employed for data analysis. Findings revealed that there are differences between students’ attitudes compared to their purpose in seeking for online courses and compared to the localization of the pole where they received face-to-face support. Statistically significant differences were found for Favorable personnel and dispositional aspects (PDA), Negative affects (NA) and Internalization and habituation of use (IHU) attitude dimensions. Furthermore, the study identified predictors of students’ self-perception of performance in online courses corresponding to how much students perceive they are accustomed to and capable of taking an online course, represented by the attitude dimension IHU. Results showed significant positive relationship between two attitude dimensions (PDA and PC) and the dimension IHU. In addition, significant negative relationship was found between the biographical variable family income and the dimension IHU. The model explains 40% of the variance of IHU in which PDA represents the strongest predictor.

Democratização do acesso ao conhecimento e os desafios da reconfiguração social para estudantes e docentes (Democratizing access to knowledge and the challenges of social reconfiguration for students and teachers)