Ensino do inglês e desenvolvimento da competência plurilingue: um estudo de caso no ensino secundário

Numa era marcada pela crescente mobilidade de cidadãos e de informação, torna-se necessário explorar a riqueza da diversidade e a complexidade que caracterizam as sociedades atuais, num diálogo de compreensão que assegure e promova a cidadania democrática e valores de respeito, inclusão e abertura ao Outro (Sousa Santos, 2017). Neste contexto, a educação em línguas desempenha um papel fundamental na formação de cidadãos capazes de se compreenderem a si próprios, aos outros e o mundo que os rodeia, incluindo a diversidade linguística e cultural (Beacco et al. 2016). O estudo que apresentamos assenta na ideia de plurilinguismo, que se constitui como valor a promover e competência a desenvolver e de que o inglês, como língua de comunicação internacional e detentor de uma posição privilegiada no currículo de línguas, representa uma oportunidade única para o desenvolvimento da educação plurilíngue (Galloway, 2017; Pinho & Moreira, 2012). Para tal, realizámos um estudo de caso, com uma turma do Ensino Secundário, com o qual se pretendia: i) compreender o papel do ensino de inglês no desenvolvimento da competência plurilingue dos alunos; ii) conceber, implementar e avaliar um programa de educação plurilingue em aula de inglês; iii) identificar indícios de desenvolvimento da competência plurilingue em alunos de inglês do Ensino Secundário. Tendo em conta estes objetivos, o estudo apoia-se num tipo de investigação qualitativa, inserida num paradigma de natureza fenomenológico-interpretativa (Guba & Lincoln,1994). Os dados foram recolhidos durante e após a implementação de um plano de intervenção pedagógico-didática, através da observação de aulas, da análise de portfólios dos alunos, da observação de workshops linguísticos e das respostas a inquéritos por entrevista em focus group. No quadro de uma abordagem qualitativa, o estudo adotou a análise de conteúdo de tipo interpretativo e interativo (Bardin,2004). A análise dos dados recolhidos mostra indícios do desenvolvimento da competência plurilingue dos alunos, em diferentes dimensões: ao nível socioafetivo, pela reconstrução de representações em relação às línguas e culturas, pelo desenvolvimento do conhecimento em relação ao mundo das línguas e pela curiosidade e motivação pela aprendizagem de outras línguas; ao nível da gestão dos repertórios linguístico-comunicativos dos alunos, pela consciência da importância dos seus percursos linguístico-comunicativos; ao nível da gestão dos repertórios de aprendizagem, pelas descobertas dos alunos em relação à sua capacidade de trabalhar com as línguas; e ao nível da gestão da interação, pela capacidade de mobilização de diversas estratégias de interação em situações de contacto com falantes de outras línguas. Os resultados do estudo evidenciam que a aula de língua inglesa constitui um espaço de promoção do plurilinguismo quando permite: i) desenvolver a cultura linguística dos alunos e a sua capacidade de contactar com outras línguas; ii) observar e trabalhar diferentes línguas e refletir sobre os seus papéis e estatutos; iii) refletir sobre a forma como os sujeitos se relacionam com as línguas e as aprendem.In a time of increasing mobility of citizens and information, it is necessary to explore the importance of diversity and the complexity that characterizes today's societies, fostering intercultural dialogue, promoting democratic citizenship and the values of respect, inclusion and openness towards Others (Sousa Santos, 2017). In this context, language education plays a key role in forming citizens who can understand themselves and others, and the world around them, including linguistic and cultural diversity (Beacco et al., 2016). Our study is set within the framework of plurilingualism, which should be promoted as a value and developed a competence; and that English, as a language of international communication and having a privileged position in the language curriculum, represents a unique opportunity for the development of plurilingual education (Galloway, 2017; Pinho, & Moreira, 2012). To this end, we conducted a case study with a secondary school class, which aimed at: i) understanding the role of English teaching in the development of pupils' plurilingual skills; ii) designing, implementing and evaluating a plurilingual language education programme; iii) identifying evidence of the development of pupils´ plurilingual competence. Given these objectives, the study is based on qualitative research, within a paradigm of phenomenological-interpretative nature (Guba & Lincoln, 1994). Data was collected during and after the implementation of a plurilingual didactic programme through classroom observation, analysis of pupils´ portfolios, observation of language workshops and focus group interviews. Within the framework of a qualitative approach, the study adopted interpretative and interactive content analysis (Bardin, 2004). The analysis of the data collected shows evidence of the development of pupils' plurilingual competence, in different dimensions: at a socio-affective level: by the reconstruction of representations in relation to languages and cultures, by the development of knowledge in relation to the world of languages and by increasing curiosity and motivation for learning other languages; at a level of pupils' linguistic-communicative repertoires management: by making pupils aware of the importance of their own linguistic-communicative pathways; at a level of learning repertoire management, by students' discoveries regarding their ability to work with languages; and at a level of interaction management: by the ability to mobilize various interaction strategies when in contact with speakers of other languages. The results of the study show that the English class is a place for promoting plurilingualism when it allows: i) the development pupils' linguistic culture and their ability to contact with other languages; ii) observing and working with different languages, their roles and status; iii) reflecting on how pupils relate to and learn languages.Programa Doutoral em Educaçã

Measurement of the Inner Retinal Layers of Megalopapilla by Optical Coherence Tomography

The main purpose of this study was to assess the differences in the peripapillary retinal nerve fiber layer (pRNFL) and ganglion cell-inner plexiform layer (GCIPL) thicknesses between subjects with megalopapilla (MP) and those with large (physiological) cup discs (LCD) measured by spectral-domain optical coherence tomography. The secondary purpose was to determine whether pRNFL and GCIPL thicknesses increase with the optic nerve head (ONH) area. This cross-sectional study included 184 eyes (92 eyes with MP and 92 eyes with LCD). The subjects with LCD were used as sex-and-age-matched controls. All subjects were imaged using the Cirrus HD-OCT system. Macula and pRNFL thickness maps were obtained for all subjects. The inferior quadrant pRNFL thickness was higher in the MP group than in the LCD group (P < 0.05). There were no differences in the GCIPL thickness between the two groups. A positive correlation was found between average, superior, and inferior quadrant pRNFL thicknesses and the ONH area (P < 0.05). The slope of the correlation curve was higher for the inferior quadrant. No correlation was found between the GCIPL thickness and the ONH area. In comparison to patients with LCD, the inferior quadrant pRNFL thickness of patients with MP was higher. As the ONH area increased, the average, superior, and inferior quadrant pRNFL thicknesses also increased. In patients with MP, the assessment of a glaucomatous lesion based on pRNFL thickness measurements may not be reliable. It is recommended that in these patients, the evaluation of glaucomatous damage be based on the GCIPL thickness map analysis rather than on the pRNFL thickness.Â

Medicina geral e familiar: do ensino à escolha da especialidade

Introdução: O declínio de interesse dos estudantes de Medicina pela Medicina Geral e Familiar (MGF) é um problema complexo e multifactorial que ocorre a nível internacional. Como forma de descodificar um pouco esta problemática inerente à decisão de escolha dos estudantes, este estudo pretende verificar a influência do ensino da disciplina de MGF na escolha desta especialidade. Materiais e Métodos: Consistiu na aplicação de dois questionários: um de resposta aberta aos responsáveis pelo ensino da MGF das faculdades de Medicina portuguesas sobre o plano curricular dessa disciplina e outro anónimo e de auto-resposta aos estudantes do 6ª ano de Medicina do ano lectivo 2010/2011 das sete faculdades, sendo constituído por 3 partes (I- Dados sócio-demográficos, II- Escolha da especialidade, III- Ensino da MGF). Resultados: Da amostra de 367 (28,4%) respondentes de um universo de 1290 estudantes, 73,6% eram do sexo feminino. A Faculdade de Medicina da Universidade do Porto (FMUP) (38,5%) e a Faculdade de Ciências da Saúde da Universidade da Beira Interior (FCS-UBI) (37,7%) são as faculdades onde os estudantes mais colocam a MGF entre as opções de escolha. No 1º ano de faculdade a MGF estava entre as opções de escolha de 20,1% dos estudantes e no 6º ano, 44,2% colocava a MGF entre as opções de escolha. Numa escala de 1 a 5, as classificações médias mais altas atribuídas ao ensino em geral da MGF foram dadas na FCS-UBI (3,85) e Escola de Ciências da Saúde da Universidade do Minho (ECS-UM) (3,77), assim como nas suas componentes teórica e prática. Discussão/Conclusão: O ensino pré-graduado da MGF é diferente nas sete faculdades, tendo a FCS-UBI e ECS-UM um plano curricular mais longitudinal e com maior carga horária. Os motivos que mais influenciam na escolha da especialidade são os aspectos relacionados com as características desta especialidade, e, os relacionados com o ensino surgem seguidamente. O interesse pela MGF por parte dos estudantes aumenta ao longo do curso, o que revela que o contacto com esta disciplina durante a faculdade leva a uma sensibilização positiva por parte dos estudantes. Torna-se assim necessário actuar sobre o ensino pré-graduado, com intervenções a nível da uniformização e melhoria da organização dos planos curriculares das faculdades de Medicina portuguesas, com o objectivo de conseguir captar para a MGF melhores jovens médicos, em especial os mais vocacionados para a prática médica desta especialidade.Introduction: The decline of interest of medical students for Family Medicine (FM) is a complex and multifactorial problem that occurs internationally. In order to decode the problematic decision regarding students’ choice, this study aims to determine the influence that MF discipline teaching has in this speciality choice. Materials and Methods: This consisted on the application of two questionnaires: one of open response to those responsible for teaching FM in the portuguese medical schools on the curriculum of this discipline, and another, anonymous and of self-response, to the students of the 6 th year of medical school in the academic year of 2010/2011 of the seven colleges, consisting of 3 parts (I-Data on socio-demographic, II- Specialty choice, III-Teaching of FM). Results: Of the sample of 367 (28,4%) respondents from a universe of 1290 students, 73,6% were female. The Faculdade de Medicina da Universidade do Porto (FMUP) (38,5%) and the Faculdade Ciências da Saúde da Universidade da Beira Interior (UBI-FCS) (37,7%) are the colleges where more students put FM among their choice options. In the 1st year of medical school FM was 20,1% among the choice options for students and in the 6 th year 44,2% put FM among the choices. On a scale of 1 to 5, the highest average ratings assigned to the general education of FM were given in FCS-UBI (3,85) and Escola Ciências da Saúde da Universidade do Minho (ECS-UM) (3,77), as well as in its theoretical and practical components. Discussion/Conclusion: The pre-graduate teaching of FM is different in the seven colleges, with the FCS-UBI and ECS-UM having a more longitudinal curriculum and more workload. The reasons that most influence the speciality choice are the characteristic aspects of this speciality, and, education-related then arise. The interest in FM by students increases throughout the course, which shows that contact with this subject in college leads to a positive awareness by students. It thus becomes necessary to act on the pre-graduate education, with interventions to standardize and improve the organization of the curricula of medical schools in Portugal, in order to fully attract to FM the best young physicians, especially those more geared for the medical practice of this speciality

The influence of brain activity on the interactive process through biofeedback mechanisms in virtual reality environments

Proceeding paper[Abstract] This work focuses on the development of a software link interface tool between the Looxid Link Device coupled to the HTC Vive Pro VR HeadSets and the Unity platform, to generate real-time interactivity in virtual reality applications. The software incorporates a dynamic and parameterizable algorithm to be used as a core-engine in the real-time Biofeedback process, recognizing the values of the biological signals registered in each of the EEG channels of the Looxid Link device. The values of EEG frequencies detected in real time can be used to generate elements of interactivity, with different frequencies and intensities

Partitioning of potentially toxic elements among two colloidal fractions and relevance for their mobility in different water types

Potentially toxic elements are mobilized in aquatic systems in solution or bounded to colloids of different sizes, which may include nanometer particles. The present work studies the distribution of elements (Al, Fe, Zn, Mn, Co, Cd, Ni, Cu, and As) between small (<0.20 mu m) and larger (0.45-0.20 mu m) colloids in different waters sources in a world class metallogenic province (Iberian Pyrite Belt), including the acid mine waters. Syringe filters with pore-size ratings of 0.20 mu m and 0.45 mu m have been used to assess the transport and fate of these potentially toxic elements. The results show the contribution of colloids for mobility of arsenic and most metals, evidencing the role of the small ones in acid mine drainage.This work was co-funded by the European Union through the European Regional Development Fund, based on COMPETE 2020 - project ICT (UID/GEO/04683/2013) with reference POCI-01-0145-FEDER-007690 and project Nano-MINENV number 029259. Patricia Gomes wishes to acknowledge FCT by the research fellowship under the POCH supported by the European Social Fund and National Funds of MCTES with reference SFRH/BD/108887/2015

Hydrogeochemistry and distribution of potentially toxic elements in a metallogenic province – The Iberian Pyrite Belt, Portugal

Contamination by acid drainage is an environmental problem in mineralized regions, especially in the surroundings of sulphide mines. The water rock interaction process involves the oxidative dissolution of sulphides, naturally or by mining activity, that generates acidity which, in turn, produces sulfate, and water pollution by sulphide-hosted metals. The particular geology of the Iberian Pyrite Belt (IPB) in the southwestern Iberian Peninsula creates the ideal conditions for such water contamination. Different water types were sampled at 28 locations across the entire IBP metallogenetic province. Anions, metals, and arsenic were analysed to assess the influence of acid drainage. The results demonstrate the sulfate nature of waters in the vicinity of mines. Other types of water in the IPB region are mainly mixed chloride and bicarbonate (river and groundwater) and mixed and sodium-bicarbonate (lakes) types. Water quality assessment indicated strong contamination of surface waters that are directly influenced by mine wastes. There is the additional concern that some lakes and groundwaters exhibit concentrations of potentially toxic elements (e.g. Al, As) that are above the regulatory limits established by the European Commission Water Framework Directive.This work was co-funded by the European Union through the European Regional Development Fund, based on COMPETE 2020 - project ICT (UID/GEO/04683/2013) with reference POCI-01-0145-FEDER-007690 and project Nano-MINENV number 029259

Spatial distribution of acid mine drainage indexes in diferente water environments

The Iberian Pyrite Belt is one of the largest metallogenic province in the world. The characteristics of this region have a reflection on the existence of Acidic Mine Drainage (AMD) discharged into the river network affecting the water quality. A several number of surface and groundwaters in the Iberian Pyrite Belt (south of Portugal) was collected in different water environments. Mine water is highly acid with medium-high to extreme metal contents, while surface and groundwater are neutral with low metal contents. Mine waters are the most contaminated with a maximum EC value (27570 µS/cm) and SO4 2- (80691 mg/L), As (141 mg/L), Cu (1445 mg/L), Fe (41023 mg/L), Zn (841 mg/L) contents. A numerical index of acid mine drainage (AMDI) has been calculated. The group of mine water environment had a mean AMDI of 20.0 reflecting a little or no dilution of direct mine water drainage. River network could be indicated as an affected river downstream mine drainage (AMDI 80.2), while groundwater (AMDI 92.2) is uncontaminated by AMD. The groundwater composition will be strongly controlled by natural geochemical processes, from the geology of the ore deposits and water rock interaction

“Criança pequenininha aprende brincando”: compreensões e concretizações do lúdico por professores de Inglês para crianças

This article presents part of a dissertation study that had as its main objective to investigate how English Language classes in the elementary schools researched were characterized. The research was carried out in public schools in two cities located in São Paulo state. Observations on how teachers performed their pedagogical work, from the planning of their activities to their development in class were performed. In this article we will discuss about playfulness, mentioned by teachers themselves as one of the characteristics present in English classes for children. We observed how playfulness was approached during the activities applied during data collection. The results showed that playing may contribute to the process of teaching and learning, as long as these types of activities are well linked to English teaching. Este artigo apresenta um recorte da dissertação Experiências de ensinar inglês para crianças na escola pública: olhares e percepções sobre a prática do professor (2020), que teve como objetivo principal investigar de que forma as aulas de Língua Inglesa (LI) para o Ensino Fundamental I (EFI) nas escolas públicas pesquisadas se caracterizavam. A pesquisa foi realizada em escolas públicas de dois municípios do interior do estado de São Paulo, observando como os professores têm desempenhado o seu fazer pedagógico, desde o planejamento de suas atividades até o seu desenvolvimento em classe. Nesse recorte, discorreremos acerca de uma das características presentes nas aulas de Língua Inglesa para Crianças (LIC), apontadas pelos próprios professores pesquisados, a ludicidade. Observamos como tal característica era abordada durante a realização das atividades nas aulas desses professores. Os resultados evidenciaram o quanto a ludicidade pode contribuir no processo de ensino e aprendizagem da LI por crianças, desde que esteja bem vinculada ao ensino da LI.