A participação dos Pais/Encarregados de Educação na escola pública do 1.º Ciclo do Ensino Básico: interseções teóricas e empíricas

O presente Relatório Final de Estágio surge no âmbito da unidade curricular de Prática de Ensino Supervisionada (PES) que integra o plano de estudos do Mestrado em Ensino do 1.º Ciclo do Ensino Básico (CEB) e Matemática e Ciências Naturais no 2.º CEB. Este é constituído por duas partes, sendo que a primeira contempla a caraterização dos contextos e a análise e reflexão crítica das práticas de ensino ao longo do 1.º e 2.º Ciclos do Ensino Básico. A segunda parte destina-se ao trabalho de investigação empírica de modo a compreender qual a relevância da participação dos pais para o sucesso escolar dos alunos. A primeira parte do trabalho resultou no culminar do percurso trilhado ao longo das nossas intervenções, das experiências e vivências daí adquiridas, das planificações de aulas elaboradas semanalmente e ainda das reflexões realizadas colaborativamente com os supervisores e orientadores cooperantes, que constituem, no nosso entendimento, um ponto crucial de todo este trajeto. A segunda parte contempla o enquadramento teórico e o quadro teórico metodológico evocando, sempre que possível e necessário, autores de referência da presente temática. Começamos por abordar a relação educativa na perspetiva de contrato social, no que concerne às possíveis relações estabelecidas entre a escola e a sociedade, às influências dos modelos culturais e da estrutura social. Fazemos ainda referência ao papel dos pais, dos professores e dos alunos na vida escolar e às conceções e fatores de (in)sucesso escolar. Do ponto de vista teórico metodológico, o trabalho insere-se num modelo de investigação empírica enquadrado no paradigma quantitativo. Os pais e os professores surgem como principais participantes, aos quais optámos por administrar inquéritos por questionário de modo a responder à questão central da nossa investigação. Os dados obtidos permitiram concluir que ambos os intervenientes educativos reconhecem a relevância da participação dos pais para o sucesso escolar dos alunos. Os professores pertencentes ao agrupamento garantem que adotam estratégias de modo a aproximar os pais da escola. Também os pais afirmam ter conhecimento de estratégias de envolvimento parental propostos pela escola e de formas de colaborar em casa com os seus filhos. Contudo, continuamos a ter pais que não participam na vida escolar dos seus filhos. A incompatibilidade de horário e o desinteresse foram apontados, por ambos, como os principais condicionalismos à participação dos pais.This Final Internship Report is part of the Supervised Teaching Practice unit that integrates the Master’s program in the First Cycle of Basic Education and Mathematics and Natural Sciences of the Second Cycle of Basic Education. It consists of two parts, the first of which contemplates the characterization of contexts and analysis and critical reflection of teaching practices throughout the first and second Cycle of Basic Education. The second part is devoted to the work of empirical research in order to understand the relevance of parental participation for the student’s school success. The first part of the work resulted in the culmination of the journey through our interventions, the experience and perceptions acquired therefrom, the weekly lesson plans and the reflections carried out collaboratively with the tutors and co-workers, who, in our opinion, a crucial point of this whole journey. The second part contemplates the theoretical methodological framework evoking, whenever possible and necessary, authors of reference of the present theme. We begin by approaching the educational relationship in the perspective of social contract, regarding the possible relations established between school and society, the influences of cultural models and social structure. We also refer to the role of parents, teachers and students in school life and conceptions and factors of school success or failure. From the theoretical and methodological point of view, the work is part of a model of empirical research framed in the quantitative paradigm. The parents and the teachers appear as the main participants, to whom we chose to administer questionnaires in order to answer the central question of our investigation. The data obtained allow us to conclude that both educational stakeholders recognize the revelation of parental participation for the students ‘school success. The teachers belonging to the grouping ensure that they adopt strategies in order to bring the parents closer to the school. The parents also claim to have knowledge of parental involvement strategies proposed by the school and ways to collaborate at home with their children. However, we continued to have parents who do not participate in the school life of their children. The incompatibility of schedule and disinterest were pointed out, by both, as the main constraints to parental participation

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear un derstanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5–7 vast areas of the tropics remain understudied.8–11 In the American tropics, Amazonia stands out as the world’s most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepre sented in biodiversity databases.13–15 To worsen this situation, human-induced modifications16,17 may elim inate pieces of the Amazon’s biodiversity puzzle before we can use them to understand how ecological com munities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple or ganism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region’s vulnerability to environmental change. 15%–18% of the most ne glected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lostinfo:eu-repo/semantics/publishedVersio

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Characterisation of microbial attack on archaeological bone

As part of an EU funded project to investigate the factors influencing bone preservation in the archaeological record, more than 250 bones from 41 archaeological sites in five countries spanning four climatic regions were studied for diagenetic alteration. Sites were selected to cover a range of environmental conditions and archaeological contexts. Microscopic and physical (mercury intrusion porosimetry) analyses of these bones revealed that the majority (68%) had suffered microbial attack. Furthermore, significant differences were found between animal and human bone in both the state of preservation and the type of microbial attack present. These differences in preservation might result from differences in early taphonomy of the bones. © 2003 Elsevier Science Ltd. All rights reserved