1,048 research outputs found
Tacit Knowledge Sharing: A Literature Review Applied to the Context of the Brazilian Judiciary
Knowledge has been occupying the center of studies and research for some time, and this chapter seeks to contribute to the depth of this collection and aims to offer articles that deal with tacit knowledge and the sharing of that knowledge. The observed understanding with this literature review was that organizations are moving from a traditional model that is attached to physical and tangible assets to another, where knowledge, especially tacit, is treated as an organizational asset that, despite being immaterial, becomes valuable and a generator of wealth
From historical hydrogeological inventory through GIS mapping to problem solving in urban groundwater systems
Water resources have had a huge impact on the socioeconomic sustainability and development of urban areas. The close relationship between water and human society has been important throughout the history of civilization. The water supply for early urban settlements included mainly the use of river canals, rainwater-harvesting systems, wells, aqueducts and underground cisterns. The industrialisation period in Europe promoted an increase in population and expansion of urban areas. Furthermore, several epidemics devastated European urban areas in the period between the18th and 19th centuries.
Unhygienic conditions caused by polluted water, human and animal waste and excreta were among the main causes. This study discusses the importance of historical hydrogeological inventories in a large urban area, such as Porto city (NW Portugal), to better comprehend the evolution of urban water supply systems. In that approach urban geosciences need to advance towards a smart urban geoscience concept.info:eu-repo/semantics/publishedVersio
Educação em ciências no pré-escolar: contributos de um programa de formação de educadores de infância para implementação do trabalho experimental
Doutoramento em Didáctica e FormaçãoA educação em ciências em conformidade com as orientações dimanadas do
Ministério da Educação deve iniciar-se desde os primeiros anos e por consequência
tem de ser uma das áreas a trabalhar no âmbito da educação pré-escolar. No entanto,
vários investigadores referem que os educadores não atribuem a devida importância
a esta área e explicam que esta postura se pode dever à insegurança cientÃfica e
didáctica destes profissionais que, por sua vez, pode estar associada à escassez de
formação no domÃnio das ciências durante todo o seu percurso académico.
Tendo em conta este contexto, desenvolvemos este estudo de natureza empÃrica. As
questões a que pretendemos dar resposta tinham a ver com: (i) que formação inicial e
continuada os educadores tiveram no domÃnio das ciências?; (ii) quais as suas
necessidades para trabalharem esta área no jardim-de-infância?; e (iii) qual o impacte
de um programa de formação (PF) nas práticas didáctico-pedagógicas dos
educadores?
A investigação, de natureza qualitativa, assumiu o formato de estudo de caso e
envolveu seis educadoras de infância do Distrito de Bragança. Para desenvolvimento
do estudo tivemos em consideração quatro fases: numa primeira começamos por
fazer a caracterização das necessidades de formação dos educadores para
trabalharem as ciências no pré-escolar; a partir das ideias identificadas concebemos,
produzimos e implementamos o PF; posteriormente fizemos o acompanhamento e
observação de sessões desenvolvidas pelas educadoras na sala de jardim-deinfância;
a quarta fase correspondeu à avaliação do impacte do PF nas práticas
didáctico-pedagógicas das educadoras.
Utilizámos várias técnicas e instrumentos para recolha dos dados que nos
possibilitaram conhecer a formação oferecida aos educadores, ao nÃvel do trabalho
experimental de ciências nos cursos de formação inicial e continuada e caracterizar: (i)
as concepções sobre CTS antes e após a implementação do PF; e (ii) as práticas
didáctico-pedagógicas das educadoras colaboradoras.
Os dados recolhidos e, posteriormente, analisados evidenciaram a diminuição do
numero de respostas ingénuas permitindo-nos afirmar que o PF contribuiu para que as
seis educadoras colaboradoras alterassem as suas concepções sobre CTS e
passaram a desenvolver as suas práticas didáctico-pedagógicas na área das ciências
de acordo com esta perspectiva.
Assim, podemos concluir que o PF teve um impacte muito positivo, pois permitiu à s
educadoras compreender a importância da abordagem das ciências na educação préescolar
e despertar o seu interesse para práticas didáctico-pedagógicas inovadoras
com orientação CTS, que privilegiem como estratégia a realização do trabalho prático
e experimental.
Cotejando minuciosamente o nosso estudo com as opiniões contidas na vasta
literatura que compendiámos e revimos, consideramos que este estudo representa um
contributo, ainda que modesto, a ter em conta na organização de programas de
formação continuada de educadores de infância que vão ao encontro das suas
necessidades e que favoreçam o seu desenvolvimento profissional, social e pessoal,
opinião que sustentamos por tudo aquilo que dimana e flui, com meridiana
clarividência, das conclusões que fomos extraindo ao longo de todo o estudo e
consubstanciámos na sÃntese conclusiva final.Education in sciences, in accordance with the guidelines of the curricular documents,
should start from the early years and consequently has to be one of the areas to work
on within the pre-school education. However, many researchers argue that educators
do not give the deserved importance to this area and explain that this attitude may be
due to the professionals scientific and educational insecurity, which in turn, may be
related to lack of training in sciences throughout their academic career.
Given this briefly exposed context, we developed this empirical study. The questions
we intend to answer had to do with: (i) what kind of initial and continuous training did
teachers receive in the field of sciences? (ii) why did they need to work this area in the
kindergarten? and (iii) what is the impact of an in-service teacher training (ITT) in the
didactic and pedagogical practices of teachers?
The research is qualitative and assumed the form of a case-study. It involved six
kindergarten teachers in the district of Bragança (North of Portugal). To develop the
study we took into account four phases: initially we started by characterizing the
training needs of educators to work sciences in the kindergarten; from the identified
ideas we conceived, produced and implemented the ITT; later we proceeded with the
follow up and observed the sessions developed by teachers in the kindergarten; the
fourth phase was to assess impact of the ITT in the didactic and pedagogical practices
of the teachers.
We used various techniques and instruments for collecting data that enabled us to
meet the training offered to teachers at the level of experimental work in sciences on
the initial and continuous training courses and characterize: (i) notions about STS
before and after the implementation of the ITT; and (ii) the didactic and pedagogical
practices of teachers.
The data collected and subsequently analyzed demonstrated a decrease in the
number of naive responses, enabling us to say that ITT contributed to the six
cooperating teachers altering their conceptions of STS and started to develop their
didactic and pedagogical practices in sciences in accordance with this perspective.
This allowed us to conclude that the ITT had a very positive impact, because it allowed
kindergarten teachers to understand the importance of the approach to sciences in
pre-school education and raise their interest for innovative didactic and pedagogical
practices with an STS orientation, that favour the realization of practical and
experimental work as a strategy.
Comparing our study with the views present in the vast literature that we reviewed, we
believe that this study represents a contribution, though a modest one, to be taken into
account in organizing programs for continuous training of kindergarten teachers, that
meet their needs and favour their professional, social and personal development, an
opinion we maintain for all that emanates and flows, with meridian clarity, of the
conclusions gathered along the study which consubstatiate in the final conclusive
summary
¿Por qué se decide no emigrar? Un estudio de partida para el diseño de programas de desarrollo rural en la provincia de Cuenca
Uno de los objetivos de las estrategias de desarrollo rural es frenar el proceso de despoblamiento ya que la baja densidad de población va unida a un descenso en la cantidad y calidad de los servicios sociales. Por ello, son muchos los estudios que intentan identificar las causas de las migraciones en una u otra dirección, pero no existen estudios que se hayan preocupado por identificar las razones por las que determinadas personas actúan ?contracorriente? y deciden permanecer en el medio rural. Con esta perspectiva, se ha realizado un estudio en la provincia de Cuenca en el que se analizan casos individuales de personas menores de cuarenta años que han elegido el medio rural como marco de vida. El ?apego al pueblo? se revela como el principal factor determinante para que un joven decida quedarse a vivir en su pueblo
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