The “Wikipedia School Club” as an ecosystem for digital development with the school library: a case study in Portuguese basic education in the Setúbal district

Dissertação de Mestrado em Gestão da Informação e Bibliotecas Escolares, apresentada à Universidade AbertaNestes últimos anos, a sociedade e a educação foram confrontadas com significativas mudanças tecnológicas que exigem a adaptabilidade dos indivíduos, sobretudo no modo como adquirem o conhecimento, o partilham e o divulgam. Portanto, a escola, incluindo a biblioteca escolar, é chamada a preparar os alunos para a inovação com as tecnologias de informação e de comunicação, por exemplo, através do desenvolvimento das literacias informacional e digital, entre outras. É nesta dinâmica que a Wikipédia nos surge como recurso e como estratégia de trabalho para o desenvolvimento de competências, inspirando a criação de um clube escolar, o “Clube da Wikipédia”. Pretende-se, assim, por via de um estudo de caso múltiplo, implementado em dois estabelecimentos em Portugal Continental, perspetivar possibilidades de integração curricular da Wikipédia no ensino básico público, designadamente no âmbito do referido clube, em articulação com a disciplina de História, e averiguar se há constrangimentos no desenvolvimento das literacias digitais e informacionais em alunos daquele nível de escolaridade. Metodologicamente, o estudo assenta no paradigma pragmático, porquanto a ação é o foco central da investigação. Os instrumentos de recolha de dados compreendem grelhas de observação focada e fichas de acolhimento, de aferimento e de autoavaliação. Os resultados, obtidos a partir da análise qualitativa e quantitativa dos dados, permitem-nos constatar que o “Clube da Wikipédia” teve impacto nos alunos que nele participaram, especificamente no desenvolvimento das suas competências, em particular no âmbito da literacia da informação e literacia digital, pelo que se sugere alargá-lo a outras áreas disciplinares e a mais alunos.In recent years, society and education have been confronted with significant technological changes that require individuals to adapt, particularly in the way they acquire, share, and disseminate knowledge. Therefore, schools, including school libraries, are called upon to prepare students for innovation with information and communication technologies, for example, through the development of information and digital literacies, among others. In this contextual dynamic, Wikipedia emerges as both a resource and a strategy for developing skills, inspiring the creation of a school club, the "Wikipedia Club". Thus, through a multiple case study implemented in two schools in mainland Portugal, the aim is to explore possibilities for integrating Wikipedia in the public basic education curriculum, specifically within the framework of that school club, aligned with the subject of History, and to examine if there are constraints in the development of digital and informational literacies among students at that educational level. Methodologically, the study is based on the pragmatic paradigm, as action is the central focus of the research. Data collection instruments include focused observation grids and welcome, assessment, and self-evaluation forms. The results, obtained from the qualitative and quantitative analysis of the data, indicate that the "Wikipedia School Club" had an impact on the participating pupils, specifically in the development of their competencies, particularly in the areas of information literacy and digital literacy. Therefore, it is suggested to expand the club to other subject areas and to more pupils.A investigação realizada no âmbito desta Dissertação está integrada nas linhas de investigação da Unidade de Investigação e Desenvolvimento Laboratório de Educação a Distância e eLearning (UID 4372/FCT), da Fundação para a Ciência e Tecnologia

Tombs for the dead: natural caves, artificial caves, megalithic and false dome monuments

The different ways of burying the dead documented in Portuguese territory are characterized, from the Early Neolithic to the end of the Chalcolithic, both in individual graves and in collective necropolises, using different sepulchral constructions: natural caves, artificial caves, dolmens and false vault graves (tholoi), revealing different traditions and cultural influences

Combustion structures identified in the prehistoric settlement of Leceia (Oeiras)

All combustion structures identified in the prehistoric settlement of Leceia (Oeiras) are inventoried, distributed across a vast chronology corresponding to the Late Neolithic (ca. 3400-2900 BC), the Early Chalcolithic (ca. 2800-2500 BC) and the Full/Late Chalcolithic. (ca. 2500-2000 BC). The remarkable number of identified combustion structures, which reaches twenty-five, despite the general analogy between them, which is explained by the similarity of functions, allowed the identification of eight variants, duly characterized. This is the first contribution dedicated to the systematic study of combustion structures existing in a large prehistoric settlement in Portuguese territory

Neanderthals and the emergence of anatomically modern humansin Portuguese territory

The Neanderthal presence in Portugal is well documented, with anthropological remains in several karst caves. Their presence extends from around 200,000 to around 40,000 years ago. For a long time, it was considered that anatomically modern humans would only have reached the center and south of the Peninsula around 34,000 years ago. This absence was explained by the difficulty of adapting to local conditions and by the still active presence of Neanderthals. Thus, the less accessible territories would have functioned as the last strongholds of these populations. Portugal, Mediterranean Spain, Greece and Italy frequently appear as examples of this trend. In the specific case of the Iberian Peninsula, the model called the “Ebro frontier” has been proposed by some researchers as a biogeographic line located in the Ebro valley that would have separated the two human populations for millennia. However, this model has been the target of increasing opposition. Problems with radiocarbon dating and divergences in the results obtained for the various sites that supported the model have recently raised doubts about the validity of this division. However, this vision of stable territories exclusively inhabited by Neanderthals until the late arrival of modern humans has recently been challenged. One of the most significant pieces of evidence comes from Lapa do Picareiro, in central Portugal. Excavations at this site have revealed lithic assemblages attributed to the Early Aurignacian, associated with anatomically modern humans, directly dated to between approximately 41,100 and 38,100 calibrated years before present (cal BP). These results, obtained through high-resolution dating techniques, represent some of the strongest evidence for the early presence of modern humans in central Portugal. What makes Picareiro especially important is not only its chronology but also its geographic and cultural context. Located south of the proposed “Ebro Frontier,” the site challenges the idea of a long-standing geographic separation between Neanderthals and modern humans on the Iberian Peninsula. Additionally, Aurignacian occupations at Bajondillo (Andalusia), with even earlier dates, reinforce this scenario of a rapid and early dispersal of our species across southwestern Europe. Although these interpretations have faced criticism, particularly regarding the stratigraphic associations between materials and dates, the growing body of recent data points to a more complex mosaic of transitions. This suggests that the replacement of Neanderthals by modern humans was not a sudden or geographically linear process, but rather one marked by chronological overlaps, intermittent occupations, and different ecological adaptation strategies. Thus, the archaeological record from Lapa do Picareiro is currently a key piece in the debate on the emergence of anatomically modern humans in Portugal. It not only provides one of the earliest chronologies for their presence south of the Ebro but also integrates Portugal into a broader narrative of mobility, cultural diversity, and demographic complexity during the initial phases of the Upper Paleolithic in Europe

Small-scale artisanal fisheries and its networks: the case of Arte Xávega in Portugal

This paper examines the management process of the Arte Xávega related to the implementation of the Common Fisheries Policy (CFP) and the Portuguese artisanal fishing regulation. This study looks at a formal normativity and seeks to discern how it is achieved. The methodology is based on the analysis of European and national legal documents collected until 2017 and mobilises a reticular approach, which directs our gaze at the complex interactions guided by contingency and heterogeneity. It is argued that the local governance of the Arte Xávega is a highly wide-ranging and diverse process and simultaneously a local and global one through which diverse types of appropriations and translations occur. Throughout this interconnected process between different actors and scales as they seek to implement policies, the different actors’ interests are re-represented and re-ordered in the national legislation and norms. Considering this perspective, governance of artisanal fishing is highly contested and unpredictable, shaped by tensions, negotiations, and entangled networks crossing national and transnational scales and perceptions.Funding Program “Investigação, Desenvolvimento e Inovação (IDEIAS)”, Funding Body CENTRO2020, Portugal, within the project ReNATURE - Valorization of the Natural Endogenous Resources of the Centro Region, Portugal, (CENTRO-01-0145-FEDER-000007), hosted at (UID/BIA/04004/2019).info:eu-repo/semantics/publishedVersio

Elaboração de questionários online e sua análise

Questões essenciais para a elaboração de investigação com metodologia quantitativa.O processo de investigação (relembrar) Análise extensiva / quantitativa Operacionalização Amostragem Elaboração de questionários online Etapas Desenho Problemas Ferramentas Particularidades Análise dos dado

Pedagogical practice with immersive virtual reality in higher education: instructor and students’ experience and perceptions

Este artigo descreve uma prática educativa desenvolvida no Ensino Superior, no âmbito da Unidade Curricular Educação para as Redes Sociais, da Licenciatura em Produção Multimédia em Educação, com o objetivo de explorar a integração da Realidade Virtual Imersiva (RV-I) como ferramenta pedagógica. A atividade envolveu a exploração de um cenário virtual, a criação de uma publicação multimédia para disseminação no Facebook e a reflexão crítica sobre o papel do criador/gestor de conteúdos digitais. A prática simulou um ambiente profissional de redes sociais, com os estudantes a desempenharem esse papel. A sessão foi organizada em dois momentos: o primeiro dedicado à ambientação à RV através de um tutorial; o segundo à exploração do cenário virtual “Fundo do Mar” e à recolha de materiais. Os dados foram recolhidos através de grelhas de observação, questionário aos estudantes e entrevista à docente. Os resultados indicam que, apesar de alguns constrangimentos técnicos (como problemas de ligação à Internet e limitações do cenário), a atividade foi percecionada como motivadora e inovadora. Os estudantes destacaram a imersão, a utilidade pedagógica da ferramenta e a vontade de repetir a experiência. A docente, por sua vez, salientou a importância da preparação técnica, da formação docente e da flexibilidade na planificação. Conclui-se que a RV-I apresenta potencial para enriquecer o ensino superior, desde que acompanhada de estratégias de implementação bem delineadas.This article describes an educational practice developed in Higher Education within the Curricular Unit Education for Social Networks, part of the Degree in Multimedia Production in Education, with the aim of exploring the integration of Immersive Virtual Reality (IVR) as a pedagogical tool. The activity involved exploring a virtual scenario created within the REVEALING Project, creating a multimedia publication for dissemination on Facebook, and critically reflecting on the role of the digital content creator/manager. The practice simulated a professional social media environment, with students assuming that role. The session was structured in two parts: the first focused on VR familiarization through a tutorial; the second involved the exploration of the “Underwater World” scenario and material collection. Data were gathered through observation grids, a student questionnaire, and an interview with the professor. The results indicate that, despite some technical constraints (such as Internet connection issues and scenario limitations), the activity was perceived as motivating and innovative. Students highlighted the immersive experience, the pedagogical value of the tool, and expressed interest in repeating the experience. The professor, in turn, emphasized the importance of technical preparation, teacher training, and flexibility in planning. It is concluded that IVR has the potential to enrich higher education when accompanied by well-structured implementation strategies.info:eu-repo/semantics/publishedVersio

Immersive virtual reality learning environments for higher education: a student acceptance study

The study investigates the integration of Virtual Reality Learning Environments (VRLEs) in academic teaching through the EU-funded "REVEALING" project. Researchers from Cyprus, Germany, Greece, Poland, and Portugal developed and evaluated five different immersive VRLEs, each focusing on diverse educational topics, including ancient Greek technology, sea urchin measurements, linear algebra, and historical expeditions. The study aims to determine effective instructional design principles for VRLEs and assess students’ acceptance and learning outcomes. The VRLEs were designed based on literature-derived principles that emphasise ease of tool usage, authentic experiences, and continuous feedback. Students from the participating universities explored these VR environments, providing feedback through a standardized questionnaire on aspects like immersion, ease of use, motivation, and emotions. Results show that most participants positively engaged with the VRLEs, reporting high motivation and positive emotional responses, particularly for experiences involving interactivity. However, challenges like motion sickness and technical issues were noted, especially at one institution. The findings suggest that immersive VR experiences can significantly enhance motivation and engagement, but their effectiveness depends on careful alignment with pedagogical goals, design quality, and user experience considerations.Funding: This work was supported by the European Commission, under project REVEALING –REalisation of Virtual rEAlity LearnING environments (VRLEs) for Higher Education –Erasmus+/Cooperation Partnerships 2021-1-DE01-KA220-HED-000032098.info:eu-repo/semantics/publishedVersio

Apoio tutorial específico: um caminho para o sucesso educativo?

Tese de Mestrado em Administração e Gestão Educacional, apresentada à Universidade AbertaNo quadro atual de políticas educativas, o Apoio Tutorial Específico (ATE) surge como uma medida de combate ao abandono escolar precoce e de promoção do sucesso educativo, pelo que o estudo Apoio Tutorial Específico: um caminho para o sucesso educativo? tem como objetivo compreender o respetivo processo de implementação e de que forma o mesmo contribui para a melhoria da qualidade da escola e, paralelamente, para o sucesso educativo. Para o efeito, foram analisados os principais fatores de insucesso escolar/educativo, assim como as principais medidas de política educativa implementadas no nosso país para o debelar, das quais destacámos o objeto do nosso estudo. De forma a melhor compreendermos todo o processo que envolve a implementação desta medida, adotámos um paradigma de investigação interpretativo, num design de estudo de caso, com abordagem mista, suportando-nos em dados qualitativos e quantitativos. Para o seu desenvolvimento realizámos a análise documental ao Projeto Educativo da escola onde o estudo foi realizado e procedemos à elaboração, testagem e aplicação de dois questionários destinados a diretores de turma e a alunos que beneficiaram de ATE. Realizámos, ainda, uma entrevista semiestruturada ao Diretor da escola e um focus group com os professores que se encontravam na altura do estudo a exercer a função de professores tutores. Os resultados do estudo revelam que a equipa de ATE, composta por uma coordenadora, professores tutores, uma psicóloga, uma professora da Educação Especial e uma assistente operacional, tem desenvolvido ações promotoras de uma maior colaboração entre professores e vários outros agentes educativos, provocando, ao longo do tempo, mudanças na cultura da escola, tornando-a muito mais colaborativa.In the current framework of educational policies, Specific Tutorial Support (STS) emerges as a measure to combat early school dropout and promote educational success, which is why the study Specific Tutorial Support: a path to educational success? aims to understand its implementation process and how it contributes to improving the quality of the school and, at the same time, to educational success. To this end, the main factors of academic/educational failure were analysed, as well as the main educational policy measures implemented in our country to combat it, of which we highlighted the object of our study. In order to better understand the entire process that involves the implementation of this measure, we adopted an interpretative research paradigm, in a case study design, with a mixed approach, relying on qualitative and quantitative data. For its development, we carried out a documentary analysis of the Educational Project of the school where the study was carried out and proceeded with the elaboration, testing and application of two questionnaires aimed at class directors and students who benefited from STS. We also carried out a semi-structured interview with the school Principal and a focus group with the teachers who were working as tutors at the time of the study. The results of the study reveal that the STS team, made up of a coordinator, tutor teachers, a psychologist, a Special Education teacher and an operational assistant, has developed actions that promote greater collaboration between teachers and various other educational agents, causing, over time, changes in the school’s culture, making it much more collaborative