Browsing by Author "Figueiredo, Maria Pacheco"
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- Abordaje dialógico en Pedagogía Social: el uso del photovoice como herramienta pedagógica y metodología participativaPublication . Jales Ribeiro, Esperança; Araújo, Lia; Figueiredo, Maria Pacheco; Felizardo, Sara; Amante, Maria JoãoEl papel del Educador Social es fundamentalmente pedagógico en la medida en que está sostenido en su matriz de referencia que es la Pedagogía Social. La intervención del Educador Social sólo será eficiente si existen teorías y modelos que sostengan su acción y le permitan promover las condiciones de educabilidad de las personas. Así, uno de los desafíos que se colocan, en este ámbito, es de la creación de conocimiento que haga visible la matriz teórica en que se inscribe su praxis profesional (Berñe, 2014; Corrreia, Martins, Azevedo & Delgado, 2014). En el ámbito de las contribuciones de la Pedagogía Social, mientras el cuadro conceptual que fundamenta la praxis del Educador Social, evidenciamos la emergencia del abordaje dialógico cuyo foco está en apoyar la capacidad de empowerment de los sujetos posibilitando que estos se prevean nuevas formas visualizando otras posibilidades de futuro. La praxis socioeducativa se centra, así, en una ampliación de la visión de cambio que lleve al Educador Social a resignificar el espacio de diálogo como un contexto colaborativo, respondiendo a las exigencias de una era post-moderna. Se trata de potenciar recursos y potencialidades, en vez de incidir en los posibles déficits, alejándose de intervenciones asistencialistas para la capacitación del individuo. En una profesión orientada para la promoción de la autosuficiencia, solaz e inclusión de los clientes, como es el caso de la educación social, es fundamental que los procesos relativos a las prácticas reflejen y sean coherentes con las metas. En esta comunicación evidenciaremos que la respuesta más eficaz y renovada a los desafíos que se colocan, en el mundo contemporáneo, al trabajo social y a la praxis socioeducativa, es el abordaje dialógico (Garavan, 2013). Para el efecto, se identificarán los principios en que esta última se sostiene y sus potencialidades en la contribución para una comprensión distinguida de las prácticas. Presentaremos las implicaciones de ahí decurrentes, para la praxis del Educador Social, expresamente en el ámbito del recurso de la metodología participativa, en los procesos de capacitación y autonomizada de los sujetos. Nos enfocaremos para el efecto en la importancia de la metodología de investigación-acción participativa que es el photovoice como herramienta ilustrativa de una opción y recurso pedagógico asiente en los presupuestos del abordaje dialógica. El photovoice adopta el abordaje de Freire de la educación para una conciencia crítica, una vez que los participantes consideran su realidad histórica, institucional, social y política y promueve el desarrollo de diálogos que posibilitan que los significados producidos sean vistos como construcciones sociales que puedan ser vueltas a ver y negociadas. La enseñanza del photovoice en cursos de ámbito social, ya reportado por diversos autores (Mulder & Dull, 2014) permitió verificar que la explotación de ideas a través de esta herramienta pedagógica permite dar un significado personal a los contenidos más conceptuales promoviendo una mayor implicación de los estudiantes en el proceso de aprendizaje. Las evidencias que presentaremos retratan la experiencia del recurso al photovoice, mientras la metodología de investigación-acción participativa, susceptible de ser usada como herramienta de intervención y/o instrumento de investigación (Wang, Morrel-Samuels, Hutchison, Bell & Pestronk, 2004). Su utilización fue promovida en la licenciatura en Educación Social, de nuestra institución de enseñanza superior, más concretamente en dos unidades curriculares, en dos años consecutivos, en las cuales, respetivamente cincuenta y siete estudiantes (2014) y ocho estudiantes (2015) participaron en la experiencia de uso de la metodología y en el estudio de su pertinencia, analizando temas relacionados con la infancia, juventud y envejecimiento (Araújo, Figueiredo, Amante & Ribeiro, 2015; Araújo, Figueiredo, Amante & Ribeiro, 2016). En ambos casos fueron proporcionadas orientaciones para la elaboración de proyectos individuales de photovoice siendo que los alumnos quitaron fotografías originales relacionadas con la temática a explorar. Después de un periodo de dos meses, en que los alumnos pudieron investigar conceptos y problemáticas, asociadas a las referidas unidades curriculares, cada uno tuvo oportunidad de discutir con los docentes la temática que pretendía abordar en su photovoice y posibles formas de la operacionalizar. Las fotografías quitadas por los estudiantes les permitieron reflejar sobre el asunto de forma individual y colectiva. El análisis del photovoice y de las reflexiones críticas, a través de procesos de categorización emergente, reveló que las fotografías tuvieron un significado personal evidenciando beneficios en promover el diálogo asiente en la implicancia y participación de los mismos en la recoja de información y reflexión dividida de las temáticas. Los resultados evidenciarán que esta herramienta faculta una forma de acceso a la información altamente productiva, pues, desafía el sujeto a comprometerse con la problemática, envolviéndose en el proceso de la recojida de información ampliando, de este modo, las posibilidades de diálogo informado en los aprendizajes a desarrollar. A través de los resultados evidenciados, mostraremos que este recurso pedagógico faculta y promueve la implementación de los principios del abordaje dialógico, en el cuadro conceptual de la Pedagogía Social.
- Adaptation of the baby to the day-care context: the importance of communication grammarPublication . Jales Ribeiro, Esperança; Felizardo, Sara; Nunes, Fátima; Figueiredo, Maria PachecoDay care has a socio-educational nature that should be provided to children as it leads to their overall development and well-being. Enrolment of an infant in this context provides access to situations which differ from those within the family setting. This calls on resources of adaptation on the part of small children, families and professionals. In the nursery, the infant’s day is organized around educational experiences and permanent care that are unique moments to promote didactic interactions and diversified learning. The aim of this research is to identify the strategies and procedures used in the context of the nursery to promote infants’ adaptation and well-being. Interactions between infants (aged 6 to 11 months) and two professionals (at reception, departure and during routine care and education), as well as with family members (upon arrival at the nursery and on returning home), were observed. The professionals were also inquired regarding the strategies used for infants’ adaptation in this context with a view to promoting their well-being. It is a qualitative and exploratory study with recourse to direct observation and semi-structured interview. The strategies used to promote adaptation which emerged from the observations made were triangulated with the results of the interviews. The following results as regards valued strategies have been highlighted: emotional literacy (the professional’s adaptation of responses to the infant’s individuality, the professional’s socio-affective skills); communication with the family (the exchange of information, harmony of procedures, transactional objects) and type of communication (verbal and nonverbal). The results show the importance of using a communicational grammar to safeguard the infant’s adaptation process to a new socio-educational context nature, consequently helping to promote well-being.
- Adaptation of the baby to the day-care context: the importance of communication grammarPublication . Jales Ribeiro, Esperança; Felizardo, Sara; Nunes, Fátima; Figueiredo, Maria PachecoDay care has a socio-educational nature that should be provided to children as it leads to their overall development and well-being. Enrolment of an infant in this context provides access to situations which differ from those within the family setting. This calls on resources of adaptation on the part of small children, families and professionals. In the nursery, the infant’s day is organized around educational experiences and permanent care that are unique moments to promote didactic interactions and diversified learning. The aim of this research is to identify the strategies and procedures used in the context of the nursery to promote infants’ adaptation and well-being. Interactions between infants (aged 6 to 11 months) and two professionals (at reception, departure and during routine care and education), as well as with family members (upon arrival at the nursery and on returning home), were observed. The professionals were also inquired regarding the strategies used for infants’ adaptation in this context with a view to promoting their well-being. It is a qualitative and exploratory study with recourse to direct observation and semi-structured interview. The strategies used to promote adaptation which emerged from the observations made were triangulated with the results of the interviews. The following results as regards valued strategies have been highlighted: emotional literacy (the professional’s adaptation of responses to the infant’s individuality, the professional’s socio-affective skills); communication with the family (the exchange of information, harmony of procedures, transactional objects) and type of communication (verbal and nonverbal). The results show the importance of using a communicational grammar to safeguard the infant’s adaptation process to a new socio-educational context nature, consequently helping to promote well-being.
- Algorithmic Thinking in Early Childhood Education: Opportunities and Supports in the Portuguese ContextPublication . Figueiredo, Maria Pacheco; Amante, Susana; Gomes, Helena Margarida dos Santos Vasconcelos; Gomes, Cristina Azevedo; Rego, Belmiro; Alves, Valter; Duarte, Rui PedroALGO-LITTLE is an EU-funded project, with partners from Portugal, Italy, Turkey and Slovenia, in search of ways to integrate Algorithmic Thinking skills into preschool education for the purpose of growing future code literates starting from the earliest ages. Algorithmic Thinking stems from the concept of an algorithm, which refers to solving a problem by developing a set of steps taken in a sequence to achieve the desired outcome (Katai, 2014). The concept can be traced to the work of Papert (1980, 1991) and is connected to the seminal article by Wing (2006) that introduced Computational Thinking. Barretal (2011) concluded that in K-12, Algorithmic Thinking involves problem-solving skills and particular dispositions, such as confidence and persistence when confronting particular problems. Early Childhood Education algorithmic skills include abilities to learn and work according to the rules or models since children are capable to understand, use, apply and develop simple algorithms. Children are also capable of analyzing and correcting the sequence of actions to reach results, transferring known methods of actions to new situations, and describing their activities to others in a clear way (Voronina et al., 2016; Games for learning algorithmic thinking, 2017). The paper analyses initiatives, studies, and projects that are connected to Algorithmic Thinking in Early Childhood Education in Portugal. A review of literature was developed, starting with curricular documents for Preschool Education (3 to 6 years old) and other documents from the ICT Educational Policy in the country. The second step was a search in databases for studies and projects that looked into Algorithmic Thinking and Computational Thinking in Early Childhood Education in Portugal. The analyses looked into the following themes: a) what definition and elements of Algorithmic Thinking are present?, b) to which concepts and curricular areas is it connected to?, c) what is expected that children in Early Childhood Education learn in relation to Algorithmic Thinking?, d) to what pedagogical elements is Algorithmic Thinking related to?. In terms of curricular documents, it was found that code has been relevant for Portuguese Early Childhood Education (at least) since 1997. In their first edition, the Portuguese Curricular Guidelines for Pre-School Education (Ministério da Educação, 1997) included computer code as one of the codes children should get acquainted with. This meant its inclusion under the domain “Spoken Language and Introductory Writing”. It was stated that “code” was present and would be necessary in children’s lives and could be used in arts, music, mathematic, or writing (Portuguese) (p. 72). This approach was positively singled out by the OECD report: addressing the topic of ICT in the guidelines interconnected with other forms of communication and information learning (Taguma et al., 2012). In 2016, the Portuguese Curricular Guidelines for Pre-School Education (PCGPSE) were reviewed and this second version amplifies the mentions to technology. The findings include an analysis for each of the six curricular areas and domains. In terms of studies and projects, the “Kids Media Lab Project II” stood out as the only systematic initiative for promoting Computational Thinking in Preschool Education (Pinto, Fernandes & Osório, 2021). In the findings, the main elements of the project are discussed.
- Animação Livre: uma proposta para uma pipeline e fluxo de trabalho baseados em Software LivrePublication . Gonçalves, Nelson A. F.; Figueiredo, Maria PachecoOpenLab ESEV is a project of the Polytechnic Institute of Viseu’s School of Education that aims to promote, foster and support the use of Free/Libre and Open Source Software (F/LOSS), Free file formats and more flexible copyright licenses for creative and educational purposes. This paper presents a description and an evaluation of the pipeline and workflow implemented by OpenLab ESEV to support students' animation work and projects. The presented detailed view and evaluation might be of interest to schools and studios, teachers and independent animators interested in exploring the potential of Free Software alternatives to the standard proprietary software pipeline for animation and media production. The first part of the paper presents information about the workflow and pipeline. The description includes a diagram portraying the workflow, software packages used for different tasks, adopted file formats and chosen copyright licenses. It provides a complete view of the pipeline and workflow, from pre-production to post-production, from the presentation of the initial idea to the distribution of the final work, using finished and ongoing students’ works as real case scenarios. The second part presents a first draft of an ongoing analysis and evaluation of the Strengths, Weaknesses, Opportunities and Threats (SWOT) of the pipeline. We'll share and discuss the results of a SWOT analysis carried out within the project coordination team and students involved with the project as users of the pipeline.
- “Aprender é estar quietinho e fazer coisas a sério” – perspectivas de crianças em idade pré-escolar sobre a aprendizagemPublication . Arroz, Ana Moura; Figueiredo, Maria Pacheco; Sousa, DulceAdoptando uma abordagem interpretativa orientada para a descoberta e um dispositivo técnico qualitativo – análises descritivo-interpretativas de entrevistas individuais e de observações das dinâmicas educativas – este estudo explora o modo como 28 crianças, de cinco e seis anos, de dois Jardins de Infância (JI) da ilha Terceira (Açores, Portugal), perspectivam a aprendizagem. Os modos qualitativamente distintos dos alunos conceberem a aprendizagem constitui uma problemática a que tem sido dado algum relevo noutros níveis de ensino, mas que não colhe ao nível pré-escolar idêntica atenção. Uma análise fenomenográfica permitiu identificar quatro modos distintos de conceber a aprendizagem, como: “fazer coisas”, “o que nos é ensinado”, “saber mais coisas” e “útil para o futuro”. A partir dos argumentos com que as crianças diferenciam o que se aprende do que não se aprende resultaram, através de uma análise temática, seis critérios de demarcação com ocorrência diferenciada: “trabalhar versus brincar”, “actividade versus passividade”, “actividade dirigida pelo adulto”, “obrigatoriedade das actividades”, “informalidade dos espaços onde não há aprendizagem” e “adequação versus desadequação comportamental a um modelo de um aprendiz tradicional”.
- Atas do 9.º Congresso Olhares Sobre a Educação / 2nd International Congress Perspectives on EducationPublication . Figueiredo, Maria Pacheco; Silva, Ana Isabel; Rocha, João; Souto E Melo, Ana Luísa; Cardoso, Ana Paula; Ribeiro, António; Gomes, Helena Margarida dos Santos Vasconcelos; Menezes, Luís; Felizardo, Sara
- Avaliação e participação: análise à tecnologia da participação policêntrica na escola portuguesaPublication . Ramalho, Henrique; Rocha, João; Figueiredo, Maria Pacheco; Brown, MartinApresentando-se como mais um contributo para a inteligibilidade das transformações fomentadas no sistema educativo português nos últimos anos, este ensaio tem como objetivo central traçar um paralelismo entre o ímpeto reformista das políticas educativas (re)centradas na avaliação das escolas e a nova racionalidade dada ao arquétipo da participação dos atores escolares, precisamente em torno daquilo que podemos, hoje, considerar a caixa negra do Sistema. Muito particularmente, a propósito da participação, aqui traduzida como nova tecnologia de gestão da ação escolar, interessanos dirimir o seu pendor policêntrico, ainda que, cremos, com a tradicional capacidade para induzir à normalização das condutas dos atores escolares por meio da elaboração, explicitamente convencionada, de standards organizacionais, curriculares, pedagógicos e didáticos de base. Para o efeito, utilizaremos, de forma privilegiada, o corpus legislativo atualmente em vigor relativo à avaliação de escolas e à normalização da participação dos diferentes atores (professores, alunos, pais/encarregados de educação, pessoal técnico e operacional, municípios, entre outros) que, hoje, são convocados para uma nova liturgia da ação escolar. Do ponto de vista metodológico, ao assumir tal corpus legislativo como fonte privilegiada do nosso estudo, inscrevemos as nossas incursões analíticas e compreensivas na conceção hermenêutica das políticas de avaliação de escolas, em geral, e da participação escolar, em particular. No plano das ilações gerais, aventamos uma nova configuração semântica que acompanha a relação recém instituída entre a avaliação e a feição técnico instrumental da participação, esta cada vez mais distante da agenda da autonomia das escolas e da descentralização do Sistema.
- Baralho de cartas para desenho criativo baseado em pensamento algorítmicoPublication . Figueiredo, Maria Pacheco; Alves, ValterBaralho de cartas concebido como ferramenta pedagógica no contexto do projeto Algolittle "Algorithmic Thinking Skills through Play-Based Learning for Future’s Code Literates" (2020-1-TR01-KA203-092333). Apoia a criação de desenhos colaborativos baseados em pistas associados à aprendizagem de conceitos de pensamento algorítmico, nomeadamente repetições e condições.
- A Boa Educação na escola: perspetivas, práticas e desafios. Livro de atas.Publication . Santos, A. A.; Paulo, C.; Menezes, I.; Aires, L.; Figueiredo, Maria Pacheco; Abelha, M.; Rocio, V.