LEADER 03294 am 2200613 n 450 001 9910306636703321 005 20180927 010 $a979-1-03-651638-2 024 7 $a10.4000/books.etnograficapress.1592 035 $a(CKB)4100000007522765 035 $a(FrMaCLE)OB-etnograficapress-1592 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/55078 035 $a(PPN)234055634 035 $a(EXLCZ)994100000007522765 100 $a20190121j|||||||| ||| 0 101 0 $apor 135 $auu||||||m|||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aO trágico e o contraste $eO Fado no bairro de Alfama /$fAntónio Firmino da Costa, Maria das Dores Guerreiro 210 $aLisboa $cEtnográfica Press$d2018 215 $a1 online resource (278 p.) 311 $a972-20-0668-1 330 $aPartimos para Alfama com algumas perguntas iniciais. Onde está o fado em Alfama? Como é ele? E antes disso: haverá de facto fado em Alfama? Para nossa surpresa, as primeiras respostas que obtivemos foram rotundamente negativas. Primeiro contacto: almoço com o Vitalha (na altura, para nós era ainda o Victor). Cerca de 30 anos. Vive em Alfama. Nasceu lá. Aparece bem vestido, fato completo, colete e gravata. E com aquele ar malicioso, desenrascado, espertalhão, que de boa vontade se associa ao personagem característico dos bairros populares de Lisboa. O ar «gingão» ? dizia ele de si próprio, meses mais tarde, em animada conversa. O Vitalha está plenamente disposto a ajudar («embora tenha pouco tempo?»: é árbitro de futebol, tem os fins-de-semana sempre ocupados). Mostra a sua aprovação por termos escolhido o bairro de Alfama como centro de interesse para o nosso estudo. E surge de imediato o termo de comparação: o Bairro Alto. Esse já não seria bom porque? «Não tem nada!? A não ser aquilo que se sabe?» Ou seja, é «muito ordinário» para nós. O tema da forte identidade colectiva bairrista e da rivalidade com outros bairros lisboetas é uma constante que se nos foi deparando em Alfama. Ainda lhe faremos referência. Veja-se para já, a este respeito, o trabalho de João Catarino e Madalena Pereira sobre os Santos Populares em Alfama e as descrições das cenas de pancadaria das «púrrias» dos bairros alfacinhas em Alfama ? 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[167]-183). 327 $aToward universal primary education: investments, incentives, and institutions; Copyright; Foreword; Contents; Task force members; Preface; Acknowledgements; Abbreviations; Millennium Development Goals; Executive summary; Part 1 Setting the stage; Chapter 1 The task force's contribution; Task force methods; Audience and organization of the report; The contribution of the task force; Chapter 2 Education and society: multiple benefits, unrealized potential; Education is society's main instrument for reproducing itself and can be a key ingredient for social change 327 $aEducation is an end in itself and has tremendous benefits for individuals and societyThe benefits of education are conditioned by the context; Chapter 3 The Goals and the history of goal-setting in education; Chapter 4 Trends in primary education and gender parity; A host of factors affect enrollment and retention rates; Learning achievement needs to be measured; Conclusions and future prospects; Part 2 Education systems in developing countries: income, institutions, and incentives; Chapter 5 Education systems in developing countries 327 $aHigh-performing educational systems can achieve results even with limited resourcesCountries with low-performing systems need to address a variety of governance problems; Conclusion; Chapter 6 Strategies for creating more and better educational opportunities; Strategy 1: get out-of-school children into school; Strategy 2: create better institutions, increase transparency, and provide better incentives; Chapter 7 Financing the education Goals; Part 3 Forging an international compact for education: roles and responsibilities of donors and developing countries 327 $aChapter 8 A global compact for basic educationChapter 9 What donors should do; Recommendation 1: support bold political leadership and provide firm financial commitments to make Education for All and the Fast Track Initiative work; Recommendation 2: reform the donor business; Recommendation 3: use a transparent accountability framework for reporting; Recommendation 4: invest in genuine evaluation; Chapter 10 A call to action; Appendixes; Appendix 1. Commissioned papers for educational report 327 $aAppendix 2. Summary of the civil society e-discussion on the education report of the Task Force on Education and Gender EqualityAppendix 3. Success stories in policy interventions toward high quality universal primary education; Appendix 4. Data issues; Appendix 5. Major initiatives that promote the Millennium Development Goals on education and gender equality; Appendix 6. Need for postprimary education; Notes; References 330 $aThe Millennium Development Goals, adopted at the UN Millennium Summit in 2000, are the world's targets for dramatically reducing extreme poverty in its many dimensions by 2015?income poverty, hunger, disease, exclusion, lack of infrastructure and shelter?while promoting gender equality, education, health and environmental sustainability. These bold goals can be met in all parts of the world if nations follow through on their commitments to work together to meet them. Achieving the Millennium Development Goals offers the prospect of a more secure, just, and prosperous world for all. The UN Mi 606 $aEducation, Elementary$zDeveloping countries 606 $aEducation, Primary$zDeveloping countries 606 $aEducation$zDeveloping countries 606 $aEducational equalization$zDeveloping countries 607 $a2$2gtt 615 0$aEducation, Elementary 615 0$aEducation, Primary 615 0$aEducation 615 0$aEducational equalization 676 $a372.0115 676 $a372.91724 686 $a81.74$2bcl 700 $aBirdsall$b Nancy.$0923750 701 $aIbrahim$b Amina$01476908 701 $aLevine$b Ruth$f1959-$01476909 712 02$aUN Millennium Project. 712 02$aUN Millennium Project.$bTask Force on Education and Gender Equality. 801 0$bFlBoTFG 801 1$bFlBoTFG 906 $aBOOK 912 $a9910783538603321 996 $aToward universal primary education$93691693 997 $aUNINA