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- The relevance of sexual education in primary schoolPublication . Lacerda, Carla; Lopes, Ana Jorge; Cardoso, Ana Paula; Rocha, JoãoIntroduction: Sexual Education in schools is of mandatory character (Law No. 60/2009, of August 6) and is intended to promote psychological, social and physical health. It should be spent a minimum of six hours per year in the 1st Cycle of Basic Education (CEB). Nevertheless, not all teachers approach to this subject in their teaching practice, for lack of training, fear in approaching this issue, or other reasons. Objectives: Ascertain the degree of students' prior knowledge about sexuality; analyze the progress of students' knowledge about sexuality, after the intervention sessions; identify the main difficulties and facilities in Sexual Education approach in 1st CEB. Methods: A qualitative practitioner research was carried out, addressing three thematic blocks: hygiene habits; differences between male and female body; and gender issues. For data collection, we used field notes, as well as a questionnaire. This was applied to a class of 20 students, aged 7 and 8, in the 2nd year of schooling of the 1st CEB in a school of Viseu (Portugal). Results: Comparing the data obtained in the pre-test and post-test, we found an expressive change in students' prior knowledge in the various blocks covered, with more emphasis on recognizing the differences between male and female body. Students actively participated in learning and demonstrated interest to know more. The lack of time and the scarcity of information and suggestions for activities in school textbooks were the main difficulties encountered in the approach to the subject. Conclusions: Sexual Education is a key area of Health Education that should be addressed from the earliest years of schooling in a systematic, intentional and natural way, as it promotes essential learning for the overall development of the student.
- Curricular articulation between early childhood education and primary school: conceptions and practicesPublication . Cardoso, Ana Paula; Carugati, Florencia; Lacerda, Carla; Fidalgo, SusanaIntroduction: Curricular articulation between early childhood education and primary school is a fundamental process concerning the child’s adaptation to school. Primary teachers should establish links with pre-school educators, facilitating the transition between these two levels of education in a harmonious process, and promoting the continuity of the educational process. Objectives: To ascertain the importance and the meaning that teachers of primary school confer to curricular articulation and to know the aspects of the profile of the pupils that are favoured when consulting the individual process, as well as the most frequent initiatives regarding that articulation. Methods: A descriptive and analytical research was conducted, using a questionnaire survey applied to a sample of 45 teachers of the 1st year of primary school in the municipality of Viseu (Portugal). Results: From the data obtained, it is worth mentioning the great importance that teachers attribute to curricular articulation, the privilege conferred by them on how to behave in society (citizenship), the sense of autonomy and the children’s ability to communicate, as well as the teachers’ commitment to carry out a variety of activities and projects, in addition to the celebrations of thematic days and parties. Conclusions: Curricular articulation facilitates the transition between these two levels of education and contributes to an adequate adaptation of the children to the school, thereby promoting school success for all pupils.
- Homework in the primary school: teachers and students' perception.Publication . Lopes, Mónica; Cardoso, Ana Paula; Lacerda, Carla; Novais, Anabela; Cunha, Ana MargaridaHomework is some of the most widespread, but also controversial, strategy used in the first school years. Homework is perceived differently by teachers and students. In this work, primary school teachers and students’ perception on homework and its relation with some variables was studied. For that, a descriptive, correlational, cross-sectional survey was performed on 17 teachers and 282 students from year 5 and 6 of Viseu. Data analysis shows that all teachers give homework regularly and they consider it important to learning’s consolidation and performance’s improvement. Assigned homework mostly covers Mathematic and Portuguese curricular units and the majority of teachers do not give any type of reward for homework completion. Concerning students, was observed that the majority of them likes to do homework and performs it at home with help. When questioned about the possibility of not performing homework there was an association between the decision to do homework and the enjoyment of doing it, as well as with the time available to do other activities. On the other hand, the possibility of not performing homework was not associated with the time spent doing homework. Even though most students enjoy doing homework, they wish they included other areas. For these reasons, it is important to adjust the quantity of homework, as well as to diversify it, both in typology and aims, so that the interest and needs of students are met.