O potencial pedagógico da Hora do Conto para o desenvolvimento da Comunicação Oral

O presente relatório é produto de um projeto de investigação que pretendeu caracterizar a adequação e dinamização da hora do conto com a finalidade de promover o desenvolvimento da comunicação oral, implementada numa sala de 3/4 anos e a adequação didática de um processo de intervenção educativa de estratégias para a promoção do desenvolvimento da Oralidade (incidindo na dinamização da hora conto) implementado numa turma de 3.º ano do 1.º Ciclo do Ensino Básico. Tendo consciência da desvalorização que é atribuída à temática em análise, acreditamos que os profissionais de educação se tornam responsáveis pelo desenvolvimento e aperfeiçoamento das capacidades de comunicação das crianças/alunos. Neste sentido, consideramos que foi extremamente importante investir neste domínio e nas competências a ele associado, nas vertentes de compreensão e expressão orais. Para atingir os objetivos delineamos, planificamos, construímos, aplicamos e avaliamos em sala de aula, um conjunto de intervenções educativas adotando como estratégia principal a dinamização da hora do conto. Assim sendo, podemos verificar através dos resultados obtidos, que efetivamente, a hora do conto e a utilização de diferentes estratégias para a dinamização da mesma, contribuíram positivamente para o desenvolvimento das competências orais dos intervenientes, potenciando melhorias, a vários níveis, nomeadamente na vertente de compressão e de expressão oral dos dois grupos de aplicação.This report is the product of a research project that aimed to characterize the adequacy and dynamization of the story time with the purpose of promoting the development of oral communication, implemented in a 3/4 year classroom and the didactic adequacy of a process of educational intervention strategies to promote the development of Orality (focusing on the dynamization of the story time) implemented in a 3rd year class of the 1st Cycle of Basic Education. Being aware of the devaluation that is attributed to the theme under analysis, we believe that education professionals become responsible for the development and improvement of communication skills of children/students. In this sense, we believe that it was extremely important to invest in this field and in the skills associated with it, in the areas of understanding and oral expression. In order to achieve the objectives, we delineate, plan, build, apply and evaluate in the classroom, a set of educational interventions adopting as the main strategy the dynamization of the story time. Therefore, we can verify through the results obtained, that effectively, the story time and the use of different strategies for the dynamization of the tale, contributed positively to the development of the oral skills of the participants, enhancing improvements, at various levels, particularly in the compression and oral expression of the two groups of application. Keywords: Oral Communication; Compression and Oral Expression; Story Time; Pre-School; 1st Cycle of Basic Education

Autothermal syngas production from model gasoline over Ni, Rh and Ni-Rh/Al2O3 monolithic catalysts

INGENIERIE+NOG:CMIOn-board reforming of liquid fuels is attractive for fuel cell-powered auxiliary power units in vehicles. In this work, monometallic Ni/Al2O3/cordierite, Rh/Al2O3/cordierite and bimetallic Ni-Rh/Al2O3/cordierite monolithic catalysts were prepared, characterized and tested in ATR of isooctane for syngas production. Compared to monometallic formulations, the bimetallic Ni-Rh/Al2O3 catalyst was active for ATR at lower temperature and H-2 production already reached the equilibrium composition in 400-550 degrees C temperature range. The Ni-Ph/Al2O3 catalyst exhibited stable performances for 140 h in ATR of isooctane at 700 degrees C, and was unaffected by oxidizing conditions at 700 degrees C. Thermoneutral reactions conditions at H2O/C = 2 were obtained with O/C = 0.66. Carbon deposition was marginal during ATR of isooctane and no carbons whiskers were detected. Post-reaction characterizations showed that the Ni particles were small enough to prevent filamentous carbon formation, while Rh also prevented carbon film deposition by improving the gasification of adsorbed C with steam. Copyright (C) 2014, Hydrogen Energy Publications, LLC. Published by Elsevier Ltd. All rights reserved