ESEV - DPCE - Artigo em ata de evento científico internacional
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- 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.
- Aprender na educação de infância brincando com uma fita métricaPublication . Figueiredo, Maria; Marchese, M.; Gomes, Helena Margarida dos Santos Vasconcelos; Menezes, Luís; martins, ana patrícia; Ribeiro, AntónioThe study was developed in Master’s Degree in Early Childhood and Primary Education, during the praticum, with children from 3 to 6 years old, focusing on the importance of play. The organization of the educational environment is one of the dimensions of Early Childhood Pedagogy and provides integrated and contextualized learning, namely through opportunities to play significantly in spaces and materials organized with intention, enjoying relationships and time that are also the focus of the pedagogical organization. The study aimed to understand the mathematical activity that children developed with a measuring tape and what meanings they attributed to it. The measuring tape was introduced, without explanation, into the dolls' corner. The qualitative study relayed on participant observation and short interviews with the 18 children in the group. The results showed that the tape was included in the children's play and that different meanings were attributed to it. One group recognized and used the measuring tape to measure; a second group recognized this tool, associated it with measurement, but was not sure how to use it; finally, a third group played with the tape without recognizing its function. The complexity of the meanings attributed by children and their ability to share and co-construct meaning during play reveal the potential of this activity and the importance of enriching the play areas, as well as of the opportunity to reflect on their experiences.
- 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.
- Brincar e participar como processos de aprendizagem das operações aritméticas na Educação Pré-EscolarPublication . Dória, Goretti; Figueiredo, Maria Pacheco; Gomes, Helena Margarida dos Santos VasconcelosNa educação pré-escolar, ensinar concretiza-se na organização do ambiente educativo e em interações mais ou menos orientadas pelo/a educador/a. Nas Orientações Curriculares para a Educação Pré-Escolar portuguesas, a organização do ambiente educativo surge como suporte da gestão curricular e o brincar é valorizado de forma transversal a todas as áreas de conteúdo. Em termos matemáticos, destaca-se o desafio de organizar o espaço, os materiais e as interações que promovam o envolvimento das crianças na resolução de problemas e as oportunidades que o brincar oferece para o desenvolvimento da comunicação e do raciocínio matemáticos. Esta abordagem reconhece os saberes e experiências das crianças como base para a sua aprendizagem, nomeadamente no âmbito da Matemática. Apresentamos situações experienciadas e investigadas num contexto pré-escolar português, analisando as propostas do adulto e as resoluções de 20 crianças entre 3 e 6 anos. As situações foram desenhadas tendo em vista o trabalho com as operações aritméticas, procurando contribuir para o seu desenvolvimento.
- Children and technology: preoccupations, practices and participation in Early Childhood EducationPublication . Pacheco Figueiredo, Maria; Alves, ValterChildren live in a complex world where technology plays different roles and influences several spheres of their existence. Research about the presence and educational impact of technology in childhood reveals several challenges. A particular challenge is connected to the need for a high-quality pedagogy regarding technology in Early Childhood Education. This paper contributes to that discussion from a Portuguese perspective. The pedagogical and curricular framework for Early Childhood Education in Portugal supports a significant use of technology in the daily practice and in children’s play. In this context, the paper explores three main axes to understand a high-quality pedagogy for using technology with children in educational contexts: technology presented as a tool with socially authentic practices; technology as supporting multiple languages that are relevant for children to understand the world around them; and technology as an arena for children’s participation. Each axis is supported by the analysis of specific projects developed locally at the School of Education. The projects were selected for highlighting tenets of each axis. Each axis is also connected to the three content areas of the Portuguese Curricular Guidelines and to dimensions of a sociocultural pedagogy for Early Childhood Education.
- Citizenship education and pedagogical practices of the teacher of the 1st cycle of basic educationPublication . Costa, Ana Sofia; Cardoso, Ana Paula; Rocha, JoãoCitizenship Education is being increasingly debated, due to social changes that are rapidly occurring. Nowadays, the school must take on new challenges that should be reflected in teachers’ pedagogical practices. This is where school gains prominence as a main agent in the formation of active citizens, capable of contributing to the development and well-being of the society in which they live, by educating them for citizenship. Therefore, the present investigation aimed to understand if Citizenship Education is a disciplinary area valued by teachers in the 1st Cycle of Basic Education (CEB) [years 1-4] in the classroom, based in their perspectives. For this, we tried to verify how often Citizenship Education is addressed, in the classroom; to know the importance attributed to this subject in the various areas of student training; to identify those responsible for selecting the content covered in Citizenship Education; and to analyse the thematic areas of Citizenship Education more and less worked on in the classroom. To this end, we carried out a descriptive research using a questionnaire sent to a non-probabilistic sample of ninety-one 1st CEB teachers working in the municipality of Viseu (Portugal). The data showed that teachers attribute relevance to Citizenship Education teaching in various areas of educational action, and approach it quite frequently in their teaching practice. It was also observed that content selection responsibility rests mainly over teachers and students, and that there are thematic areas of Citizenship little addressed, such as the European Dimension of Education, or the of Education for Entrepreneurship. Considering that school is a privileged space for citizenship development, it is required that teachers guide their pedagogical practices towards themes on which it is necessary to reflect, in order to promote the development of social skills from a very early age.
- Cognitive Impact Of Breakfast Consumption On School Age Children And YouthPublication . Martins, Emília; Mendes, Francisco; Fernandes, Rosina; Sargento, JoséThe literature has shown a positive impact of breakfast on cognitive performance of school-age children and youth, although this meal is often omitted by young people. This study reviews 30 previous studies, focusing on this population, published in PubMed and MEDLINE databases until September 2019. To allow the integration of the largest possible number of published studies in this analysis, the search terms had to be as comprehensive as possible. Breakfast, cognitive impact, children, and youth were the terms chosen. The main conclusions are that the differentiated effects on the several dimensions of cognition (attention, memory, aptitudes and school performance, among others) also depend on the variables and instruments used, on the population background and characteristics, and on the study conditions. Evidence also shows the difficult to isolate the direct effects due to the confounding variables. Despite some results where the relationship between breakfast and cognition is far from obvious, the existence of this effect (often mediated by individual and contextual variables) is clearly more evident than the mechanisms by which it manifests itself. So, scientific evidence plays a crucial role in the search for the ideal breakfast and to prove the importance of making breakfast a vital daily habit. Studies point to a greater visibility of consequences in processes that are more likely to trigger short-term influences.
- Content analysis of "My life and my work" by Henry FordPublication . Mendes, Francisco; Martins, Emília; Fernandes, RosinaThere are several emerging theoretical positions on leadership, with many definitions emerging that emphasize different characteristics of the leader. Therefore, the leader and his/her success depend on the perspective of analysis. The literature admits a wide set of variables of the leader (personal characteristics, attitudes, and needs), its employees, organization in which it is developed and the context in which it occurs. Here, we intent to retrospectively analyse a leader, that lived between 1863 and 1945, who was recognized as a successful entrepreneur and engineer in a major automobile brand. The purpose of this essay is to characterize Henry Ford's leadership through the content analysis of his autobiography My life and Work. After identifying the fundamental characteristics underlying the types of transactional and transformational leadership and using a dichotomous criterion of their presence or absence, we proceed to read the book. The results indicate that Henry Ford was a man with a high ethical sense, to some extent a visionary, concerned about the maximum possible profitability extracted from the least man's effort. His style of leadership seems to fulfil an appreciable set of transformational leadership characteristics, although some traits of transactional leadership are also evident. We conclude that Ford is surely a charismatic leader, a sine qua non but not sufficient condition to be considered a complete transformational leader.
- A efetividade das psicoterapias psicodinâmicas na sintomatologia depressiva: uma revisão.Publication . Sargento, José; Oliveira, SandraÉ, muitas vezes, apontado aos modelos dinâmicos a escassez de evidências da efetividade das suas intervenções. Pretende-se, neste trabalho, explorar a questão: as psicoterapias dinâmicas(PD), nas suas diversas modalidades, são efetivas no tratamento da sintomatologia depressiva? Método: Procedeu-se a uma revisão dos estudos da base EBSCO, publicados nos últimos 10 anos, com as palavras-chave: 1) psychodynamic psychotherapy AND efficacy or effectiveness AND depression. Da pesquisa resultaram 49 artigos, dos quais foram selecionados 12, que englobam, no total, 1675 participantes beneficiários de diversas modalidades psicoterapêuticas. Incluíram-se os estudos empíricos e excluíram-se estudos de caso, artigos teóricos, revisões sistemáticas e metaanálises. Resultados: Em 11 dos 12 estudos analisados, as PD revelaram-se efetivas na extinção ou esbatimento de sintomatologia depressiva. Os 3 estudos que comparam as modalidades psicoterapêuticas de longa duração com as psicoterapias breves sugerem que as primeiras tendem a ser mais eficazes e a ter efeitos mais duradouros. Na comparação entre as PD e as terapias cognitivo-comportamentais(TCC), 3 dos 4 estudos não encontram diferenças substanciais na eficácia, e num dos estudos a PD de longa duração parece ser mais efetiva do que a TCC. Conclusões: Não obstante as limitações importantes deste trabalho, ele não deixa de apontar para a existência de evidências da efetividade das PD no tratamento da sintomatologia depressiva.