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- Apontamentos sobre o ensino de Astronomia na Academia Real da Marinha (1779–1837) e Academia Real dos Guardas-Marinhas (1782–1845)Publication . Martins, Ana PatríciaNos finais do século XVIII, sob o reinado de D. Maria I, são fundadas em Lisboa duas academias que habilitavam indivíduos que pretendessem seguir carreira na Marinha de Guerra ou na Marinha Mercante - a Academia Real da Marinha (ARM) e a Academia Real dos Guardas-Marinhas (ARGGMM), criadas em 1779 e 1782. A formação científica que deveriam obter incluía ensinamentos em Astronomia. A parte teórica obtinha-se, nessas escolas, nos últimos anos dos Cursos Mathematicos, sendo complementada com o Curso de lições práticas do Observatório Real de Marinha, a partir de 1799. Nesta comunicação reunimos elementos que permitem traçar um panorama do ensino em Astronomia ministrado na ARM e na ARGGMM até 1837 e 1845, quando são sucedidas pela Escola Politécnica e pela Escola Naval, respectivamente. Teremos em linha de conta planos de estudos, legislação em vigor, compêndios em uso nessas academias, bem como documentação de arquivos.
- Artificial Intelligence in Audiovisual Communication: recommendations to produce a promotional videoPublication . Ferreira, Sónia; Campos, VanessaThis study aims to analyze the potential of free Artificial Intelligence tools in audiovisual production - covering pre-production, production, and post-production - to create a practical guide for producing a promotional video. The methodology adopted was Practice-Based Research, combining creative production with critical reflection as complementary modes of knowledge generation. The empirical object was the production of a promotional video for “VC Pure”, an innovative showerhead designed to promote well-being, health, and sustainability, developed in collaboration with GoUpBuzz. In pre-production, GPT Video Strategist, HyperWrite, and Boards were applied for planning, scriptwriting, and storyboard creation. During production, HeyGen was used to generate avatars and Runway to produce b-roll footage. In post-production, CapCut was employed for video editing. The promotional video was evaluated by the partner company. Results demonstrate that it is possible to create a functional and visually appealing promotional video using only free AI tools, provided users have technical expertise and clearly defined quality criteria. While these tools offer a cost-effective alternative - especially in low-budget contexts - limitations remain in terms of technical flexibility, creativity, and customization, making expert supervision advisable. As its main contribution, the study presents a set of practical recommendations for the effective use of free AI tools, enabling accessible audiovisual production aligned with strategic communication goals. It is essential to define objectives, audience, tone, and style to align results, as well as to develop clear and specific prompts. Given the technical limitations of free tools, it is advisable to test multiple versions to ensure visual coherence, especially in video. Professional supervision is indispensable to guarantee aesthetic and narrative quality, and it is equally important to maintain realistic expectations: these tools support the creative process but do not replace human intervention.
- As crianças e a igualdade de género: um estudo na EPE e no 1.º CEBPublication . Almeida, Cláudia Alexandra; rocha, joaoEste estudo, desenvolvido no âmbito de um relatório final de estágio em Educação Pré-Escolar (EPE) e Ensino do 1.º Ciclo do Ensino Básico (1.º CEB), visa compreender as perceções das crianças da EPE e do 1.º CEB relativamente à igualdade de género, assim como as conceções dos seus pais ou encarregados de educação, analisando as inter-relações entre ambos. Partindo da premissa de que a igualdade de género constitui um dos pilares da Educação para a Cidadania e um vetor essencial na construção de sociedades mais justas, equitativas e inclusivas, o trabalho desenvolve-se sob um paradigma qualitativo e assenta metodologicamente na realização de quarenta entrevistas semiestruturadas: dez a crianças da EPE, dez a alunos do 4.º ano do 1.º CEB, e vinte aos respetivos encarregados de educação. A análise dos dados permitiu identificar diversas dimensões, entre as quais os estereótipos de género associados a profissões, tarefas domésticas e contextos lúdicos, bem como a forma como crianças e adultos percecionam a igualdade de género e a sua relevância. Os resultados evidenciam que, apesar de alguns avanços nas conceções mais abertas e igualitárias, persistem estereótipos enraizados que condicionam as preferências, atitudes e comportamentos, tanto das crianças como dos seus cuidadores. Em particular, observa-se que muitas crianças associam profissões ou brinquedos a um género específico, revelando o impacto das influências familiares e sociais desde tenra idade. Do lado dos encarregados de educação, nota-se, por vezes, uma postura protetora, motivada pelo receio de exposição dos filhos a julgamentos sociais, o que contribui para a perpetuação de desigualdades. A análise comparativa entre os dois grupos etários também indica que, embora as crianças do 1.º CEB apresentem maior consciência crítica sobre o tema, continuam a reproduzir padrões culturais limitadores. Conclui-se que, embora a legislação e as orientações curriculares promovam a igualdade de género, o seu impacto efetivo só se concretiza com a articulação entre escola, família e sociedade. O estudo reforça a importância de se trabalhar a igualdade de género desde os primeiros anos de escolaridade, de forma transversal e sistemática, como estratégia essencial para desconstruir estereótipos, promover o respeito pela diversidade e formar cidadãos mais conscientes e comprometidos com os valores democráticos.
- B-learning as a teaching methodology in a master’s course: a pilot projectPublication . Loureiro, Ana Claudia; Silva, Paulo; Diogo, JulienThis study presents the results of a pilot project that implemented the blended learning (b-learning) modality in the Master's in Applied Communication at a Portuguese Polytechnic Institute during the 2023/2024 academic year. The primary objective of the research was to analyse students' perceptions regarding the flexibility, adaptation, and interaction provided by b-learning, as well as to evaluate its viability as a pedagogical strategy for future editions of the course. A qualitative, interpretive approach was adopted, based on the application of a questionnaire to 17 students enrolled in four course units taught partially at a distance, with support from the Moodle platform and digital resources such as videos, quizzes, and synchronous sessions via Zoom. The results demonstrate that the majority of participants valued the possibility of conciliating studies with other activities, highlighting temporal flexibility, autonomy in task management, and the usefulness of asynchronous activities for consolidating learning. Although individual differences were identified regarding adaptation to the hybrid format and pedagogical support, the majority of participants recognised blearning as a flexible and effective alternative to exclusively faceto-face teaching.
- The Bologna reform: national study on the perception and opinion of Portuguese higher education teachersPublication . Gouveia Antunes, Sandra Maria; Guedes, Anabela; FERREIRA LOUSADO, JOSÉ PAULO; Marques dos Santos, Paula AlexandraThis study aims to find out the perception of Portuguese higher education teachers about the adaptation processes adopted by national institutions to meet the challenges posed by the Bologna Reform and their opinion on the effects generated by the reforms undertaken. From a theoretical point of view, we made use of neo-institutionalism and the theory of practical action which emphasizes a cognitive perspective of professional action from an affective and evaluative perspective, considering the influence of normative schemes and pre-conscious processes that are transformed into routine behavior, internalized, and rebound into practical action. The methodological design ensured the representativeness of the higher education subsystems in the sample set, and the quota sample comprised 381 Portuguese higher education teachers. To gather data, a questionnaire survey was sent to all higher education institutions and various national bodies, using Google technology. The data analysis and the statistical treatment of the data collected were possible due to IBM SPSS Statistics software, version 21.0, using descriptive and inferential statistics. Results suggest the objectives aimed at with the Bologna Reform were only partially achieved, especially those referring to the development of students' professional and research skills, linked to the degree structure and the Bologna curricular reform, which were evaluated by a not insignificant number of teachers as not being achieved. The comparison of the results according to the sub-systems to which the teachers belong has made it possible to find out that, despite the low explanatory power that the type of education sub-system has on the differences registered in the perceptions built by their teachers around the Bologna Reform, there are statistically relevant differences between the perceptions of the various groups of teachers which suggest that teachers from private sector institutions felt more impact and more change because of the Reform than teachers from public higher education institutions. The results showed that within the private higher education sector, the teachers from the polytechnic institutions were the ones who presented the "strongest" perceptions regarding the scope registered by implementing the various Bologna dimensions, their implementation in the teaching-learning processes and regarding the globally perceived implementation of the Reform.
- CIRCULATING BETA-TRACE PROTEIN VERSUS CREATININE AS MARKERS OF EARLY KIDNEY (DYS)FUNCTION IN THE NX-INDUCED RAT MODEL OF CHRONIC KIDNEY DISEASEPublication . Lousa, Irina; Belo, Luis; Viana, Sofia D.; Vieira, Pedro; Vala Correia, Helena Maria; Santos-Silva, Alice; Reis, Flavio
- Compreender as (des)conexões entre a autoavaliação e a autonomia escolar: desassossegos e (des)crenças dos professoresPublication . Rocha, João; Ramalho, Henrique; Lacerda José, Carla Sofia PereiraO texto resulta de um projeto de investigação-ação (Simões, 1990) em desenvolvimento num agrupamento de escolas, cujo objeto principal é a avaliação institucional, mais comummente vertida sob a configuração de autoavaliação. Inserida no eixo “Governação da educação e gestão democrática”, a proposta decorre de uma das atividades iniciais do projeto, designada por Diagnóstico pré-formação – levantamento e análise das necessidades e expetativas de formação e desenvolvimento profissional em autoavaliação dos educadores e professores. Estando circunstanciada no quadro restrito desta atividade, esta primeira incursão do projeto tem como objetivo, para além de suscitar um quadro o mais fiel quanto possível das necessidades de formação e de desenvolvimento profissional dos docentes no campo específico da autoavaliação, visa, também, compreender os desassossegos e as (des)crenças que estes atores têm vindo a (re)construir a respeito da autoavaliação das escolas e, mais particularmente, das suas próprias práticas e conceções de autoavaliação das escolas. Do ponto de vista teórico, privilegia-se uma abordagem focada em três pontos de análise: i) as teorias da avaliação educacional aplicadas à avaliação institucional das escolas públicas (Figari, 1996); ii) as conceções de avaliação institucional da escola, esclarecendo, logo à partida, conceitos como heteroavaliação, autoavaliação, avaliação externa e avaliação interna (Terrasêca, 2016; Correia, 2016); iii) a compreensão da influência dos processos de autoavaliação na governação e gestão das escolas (Afonso, 2017), a partir do ângulo específico das heteronomias e das autonomias facultadas pelas mais recentes incursões de uma avaliocracia (Afonso, 2008) cada vez mais instituída na escola portuguesa. No plano metodológico, ao envolver diretamente todos os docentes do agrupamento, este trabalho decorre de uma metodologia que é subsidiada por técnicas e abordagens ditas não experimentais (inquérito por entrevista e por questionário e a análise documental). Do ponto de vista das ilações, suscita-se um exercício de cotejo que denuncia importantes (des)conexões entre conceções e anseios profissionais sobre a autoavaliação das escolas e as atuais configurações com que se tem vindo a institucionalizar enquanto procedimento obrigatório, não surgindo suficientemente liberta das amarras normativistas e heterónomas de timbre centralista da avaliação externa, com os consequentes efeitos ao nível da governação da escola pública
- Conceptions of teaching skills in distance learning: a comparative analysis of the literature and the digital competency frameworksPublication . Loureiro, Ana Claudia; Santos Miranda Pinto, MaribelThis qualitative study conducts a comparative content analysis of the conceptions of online lecturer competence identified in the literature on distance learning and those proposed in three international digital competence frameworks for educators developed by the European Union, UNESCO, and the International Society for Technology in Education. This analysis aims to: (i) identify the conceptions of teaching competence advocated in distance learning studies and international digital competence frameworks, and (ii) characterise the main similarities and differences regarding these conceptions. The relevance of this study lies in the need to update and expand the competences required of lecturers in the online context. The results indicate that specific competences for online lecturers emphasise pedagogical and technological aspects directly related to distance teaching practice, whereas the international digital competence frameworks address a more comprehensive set of skills, including ethical, safety, and digital citizenship issues. It is concluded that lecturers' competences for online teaching transcend technical and pedagogical dimensions, equally integrating social and cultural competences. The study contributes to a broader understanding of online lecturer competences, providing insights for future teacher training initiatives in distance learning.
- Drawing Across Disciplines: Teaching Strategies in Higher EducationPublication . Félix, Silvina; Martins, Olinda; Ribeiro, Marlene; Pixel International ConferenceThis paper reflects on the experience of teaching drawing at three public higher education institutions in Portugal, within bachelor’s degree programs in various scientific areas, including Communication Sciences and Technologies, Product Design, and Fine Arts, aiming to compare pedagogical approachesand the results achieved by students in various curricular units whose programmatic content includesbasic drawing concepts, product drawing with manual rendering, human figures, and animal drawing. This study employed case analysis based on direct observation and the authors’ teaching and researchexperience. Drawing on three distinct case studies, the analysis led to the development of a proposedpedagogical framework designed to enhance drawing instruction across diverse educational contexts.With a background in Design, the authors argue that Drawing is a tool for creativity, enabling one tolearn to see, understand, and interpret forms, organise thoughts, explore possibilities, and visualisealternatives. This study had the ambition to contribute to: (1) finding strategies that encourage thepractice of drawing; (2) reducing the inhibition to draw, the penalisation of doing and redoing reduces the motivation for experimentation and taking risks, which is fundamental for a project practice wheredrawing is a tool for idea generation; (3) raising students' awareness of the importance of drawing as atool for thinking, expression, and communication (4) promoting the acquisition of drawing skills and theirapplication in Communication Sciences and Technology, Design, and Fine Arts; (5) encouragingstudents to find their creative voice, message, and identity as individuals, designers, and artists tocommunicate it to others. Drawing is a practice that requires time, patience, and concentration. In the end, this study highlightsthe need to find new teaching approaches that demonstrate to students the importance of drawing fortheir professional future and minimise the blockages and inhibitions that are increasingly appearing inthe teaching of Drawing.
- Exploring feelings and emotions using picturebooks: a didactic proposalPublication . Melão, DulceKnowing how to process feelings and emotions from an early age has been widely recognized as having a strong impact on how children build relationships with others and welcome empathy, fostering socioemotional skills essentials to face contemporary challenges that involve conflicts at small and larger scales. In this light, teachers play a fundamental role in helping children to identify and understand feelings and emotions, so that they can deal with them harmoniously and learn to live together in peace with each other, respecting everyone. In line with the above, this paper investigates the role played by picturebooks to encourage the understanding of emotions, in primary education, through didactic proposals having at its core shared reading practices and autonomous reading. For the purposes of this study, two picturebooks, by JonArno Lawson are analyzed: Sidewalk flowers and Over the rooftops, under the moon. The theoretical framework of the study draws from research on the importance of using picturebooks to encourage understanding of feelings and emotions from an early age. Furthermore, studies focusing on the role of picturebooks’ illustrations to foster the development of attitudes and values leading to multifaceted ways of looking at the world are also considered…. As far as methodology is concerned, the main themes emerging from the picturebooks are analyzed and articulated with meanings conveyed by the illustrations. From this synergy, paths of exploration of both works are suggested, and emphasis is put on potential of the poetic nature of illustrations to unveil a plurality of feelings and emotions. The analysis carried out allows us to conclude that the two picturebooks analyzed have ample potential for didactic exploration, enabling children to gain a better understanding of feelings and emotions such as loneliness, joy, sadness, fear and loss. Illustrations play a key role in helping to identify these feelings and emotions, enhancing interactions with readers, both in shared reading practices and in autonomous reading. Both books gently offer ways of rethinking how to deal with feelings and emotions, contributing to the development of attitudes and values that foster peace.