Specialization courses: new university target

The implementation of the Bologna Process in the Portuguese Higher Education system led to deep changes at this education level. In order to harmonize and to level the Portuguese higher education with other European countries several measures were determined, including access expansion, especially for new target groups. Among others the +23 year olds students and Technology Specialization Courses (CET) are considered new target groups. CET´s Students quota are new at this level of education, so a study was carried out to understand the evolution of these new target group courses in Engineering and Technology, at University of Minho. For such, a data survey of students that entered through this quota was used and their academic path analyzed. These students have expectations, motivations and different backgrounds in comparison with other students. Understand their performance in higher education may help to answer adequately to the needs of this new target group

Cidade e espaço city and space

Esta publicação reúne comunicações apresentadas ao Seminário Internacional Cidade e Espaço / City and Space. Ao lançar um apelo a comunicações interdisciplinar, dirigido a investigadores inseridos em unidades de pesquisa portuguesas, pretendemos aumentar o impacto da conferência anual da Commission Internationale pour l’Histoire des Villes (ICHT), que teve lugar nos dias 11 e 12 de Outubro de 2013 no ISCTE-IUL, em Lisboa. Com o seminário realizado no primeiro dia tivemos por objetivo aumentar o número de oportunidades para apresentação de comunicações sobre esta temática e favorecer o contacto entre os investigadores nacionais e estrangeiros

Estudos sobre finanças e dívida pública em Portugal no século XIX

Este livro reúne estudos e documentos sobre as Finanças Públicas Portuguesas entre 1820 e 1890. Trata-se de um conjunto que incluí estudos já publicados mas de difícil acesso e inéditos. Procura abordar aspetos da transição financeira do Antigo Regime ao liberalismo assim como da Dívida Externa durante a Regeneração

The tutor's role in student learning

Higher education in Portugal, in the last forty years, has undergone profound changes with the enlargement of public higher education network, the appearance of new institutions, the quantity and the heterogeneity of students. The implementation of the Bologna Process in European community countries led to the redesign of higher education Portuguese courses as well as their corresponding curricula. In recent years, the use of Project-led education was one of the most significant changes in teaching and learning, particularly in engineering in higher education in Portugal. This teaching methodology encourages students and teachers to undertake new roles, new responsibilities and a new learning perspective. This study aims at understanding whether the role of the tutor is to be suitable to the needs and expectations of Project-led education students. These changes however are not only structural. At the University of Minho, new teaching and learning methodologies were adopted, which could guide the training of professionals on to the twenty-first century. The opportunity arising from the implementation of Project-led education in Engineering methodology was used in the University of Minho’s courses. This teaching method is intended to provide students with educational support programs that benefit the academic performance, allowing the opportunity to upgrade, train and develop the ability to study and learn more effectively. Through the Project-led education it is possible to provide students with techniques and procedures and develop the ability to communicate orally and in writing. Students and teachers have assumed new roles in the teaching-learning process allowing in one hand the students to explore, discover and question themselves about some knowledge and on the other hand the teachers to change to a tutor, a companion and to a student project guide. Therefore, surveys were analyzed, comprising questions about the most significant contribution of the tutor as well as if there are some initial expectations that have not been foreseen by the tutor.This work was partly funded by FEDER funds through the Operational Competitiveness Program (COMPETE) and by FCT with the projects PEst-C/CTM/UI0264/2011 and FCOMP- 01-0124-FEDER- 022674

O papel do tutor no desenvolvimento do pensamento crítico e resolução de problemas

The School of Engineering of the University of Minho adapted to the requirements of the Bologna Process through various measures. Among these, the adoption of the methodology of teaching and learning Project-LedEngineering Education is to be highlighted, where the active role of the learner and the tutor's role as "guide" throughout the project is promoted and appreciated. In order to understand whether the role of the tutor is being performed as expected, a series of questionnaire surveys were conducted. In this study instrument, issues within the perception of students on the role of the tutor in Project-Led Engineering Education, on the promotion of critical thinking and on the appreciation of problem solving were addressed.This work was partly funded by FEDER funds through the Operational Competitiveness Program (COMPETE) and by FCT with the projects PEst-C/CTM/UI0264/2011 and FCOMP- 01-0124-FEDER-022674

Engineering, a course of men: the inversion of that trend

Apresentado em "ASEE’s 123rd Annual Conference & Exposition - New Orleans, LA - June 26 - 9, 2016"Traditionally, engineering courses are more pursued by men than by women, although, also traditionally, there are exceptions, like for example Biological Engineering courses. In recent years, Higher Education in Portugal has faced profound changes, namely as far as the number of students, the enlargement of the educational network and the curricular structure of courses are concerned. It is known that the rise in the general number of students was also accompanied by an increase in the number of women attending Portuguese Higher Education Institutions. This paper aims to analyze whether these changes have also changed the choice of women/men in engineering courses. Therefore, preferences and admissions from the last five years in fifteen engineering courses of a Portuguese University were analyzed. This analysis aims at understanding if there are courses that tend to be more chosen by women, as well as the incidence of the Demand Satisfaction Index (here DSI) in their choices. The DSI is the ratio between the number of applicants in the 1st option and the number of existing vacancies per pair institution/ course, in the 1st phase of the national competition for higher education access. For the academic years 2010/2011 to 2014/2015 we analyzed, for each course, the number of applicants and the number of students placed (by gender), the application option and the average grades of the admitted applicants. This analysis showed that the percentage of women has increased in both: in the number of applicants and in the number of admissions. The number of female applicants increased 4.7% in the general number of applicants for engineering courses and 3.4% in the number of female admitted students, among the total number of admissions, in the same period. This convergence of the number of students of both genders contradicts the historical data, so it is important to understand its reasons. Therefore, each one of the courses was analyzed independently and we verify that in courses where the demand was already mainly female, that demand was further strengthened by women. In courses which have traditionally more male attendance, the percentage of women has been continuously approaching that of men. In conclusion, the conjunction of the growing attractiveness of engineering courses (which makes the admission more competitive) and the fact that, in general, women present better access grades to higher education is claimed as an explanation for this evolution.This work has been financed by FEDER funds through the Competitivity Factors Operational Programme - COMPETE: POCI-01-0145-FEDER-007136 and POCI-01-0145-FEDER- 007043 and FCT – Fundação para a Ciência e Tecnologia within the Project Scope: UID/CEC/00319/201

Admission to higher education: Difficulties felt. How to fight them?

The School of Engineering of the University of Minho (EEUM), aiming at improving the quality of Higher Education (HE), has been adapting to the new demands and realities. Bologna Process brought a number of challenges to higher education institutions, notably in teaching, learning and assessment [1], [2]. Based on needs identified by students, such as autonomy management and student responsibility in their education, continuous evaluation, associated to the promotion, empowerment and facilitation of professional development and the active role of the student in the evaluation process [3], the EEUM sought to respond with direct actions for students. In 2006/2007, a study was carried out on writing skills in university students, diagnosing difficulties in textual comprehension, which is reflected in the expression and transmission of the intended message [4]. Thus, since 2004, EEUM has developed training actions for students that address: (1) new requirements inherent to the transition to Higher Education; (2) self-regulation of learning; and (3) teamwork. In 2006, three training modules were added, namely (4) writing skills; (5) bibliographic research; (6) oral skills. During these ten years, Steering Committees of each course of the School were given the option to opt for the various training modules or only for some more specific ones. Thus, over 1000 hours of contact with the students were taught in the 12 years of the EEUM. These actions are taught grossly in the 1st year of the Study Plan. However, there are some more focused on the 3rd and the 5th years. At the end of each training course, students respond to an inquiry with a few closed questions and three open questions, namely 'Aspects I considered most positive in training', 'Aspects I considered less positive in training' and 'Suggestions and comments'. This article presents a content analysis of the open answers of students at the end of the training. This type of analysis allows us to understand student's opinions and a more introspectiveThis work was partly funded by FEDER funds through the Operational Competitiveness Program (COMPETE) and by FCT with the projects PEst-C/CTM/UI0264/2015 and FCOMP- 01-0124-FEDER-022674

Contributos dos investigadores do CEHC-IUL para o património científico do ISCTE-IUL (1975-2013)

O objetivo deste e-book é inventariar as publicações dos investigadores pertencentes às várias entidades que se sucederam ou sobrepuseram mas cujo nome incluiu as palavras Centro/ Associação de Estudos de História Contemporânea (Portuguesa) do ISCTE nos períodos em que por aqui passaram. Não é tarefa fácil porque só com a autonomização do grupo como unidade de pesquisa autónoma reconhecida pela FCT começaram a ser feitos relatórios e a equipa se delimitou de forma mais rigorosa. Baseámo-nos na informação fornecida pelos colegas e nos relatórios disponíveis. Os formatos e as classificações eram diversos e nem sempre imperou o rigor que hoje se exige nas classificações.PEst-OE/HIS/UI3128/201

Lisboa entre a Regeneração e a República: saberes, profissões e desafios

Procura-se neste artigo identificar e descrever alguns dos profissionais e dos saberes que se afirmam e intervêm na cidade de Lisboa entre meados do século XIX e a implantação da República, em 1910. São saberes e profissionais que enfrentam o desafio de responder a problemas urbanos que acompanham o processo de urbanização e de crescimento de Lisboa e que participam no grande projecto de embelezamento e securização da cidade. Três áreas específicas, remetendo para saberes e campos de acção particulares, são aqui privilegiados: os engenheiros, os arquitectos e os polícias

Direito à alimentação saudável do Povo Iny (Karajá) no período da pandemia de Covid-19

O presente trabalho discute a garantia do direito à alimentação saudável do povo indígena Iny (Karajá) no período da pandemia da Covid-19. A pesquisa é um estudo de caso, realizado com observação participativa e entrevistas a uma família Iny (Karajá) que mora na Aldeia Hawalorá, uma das três aldeias Iny situada no município de Santa Terezinha – MT. Como principais achados, a pandemia revelou as fragilidades tanto no setor de saúde, quanto na segurança alimentar dos povos indígenas, uma vez que faltou alimento nas aldeias no período do isolamento, conclui também que os sistemas alimentares sustentáveis dessa população estão fragilizados e precisam ser potencializados. O estudo aponta para a necessidade de articulação das políticas de saúde, agricultura e meio ambiente, que possibilitem efetivação de produção de alimentos de forma sustentável nas comunidades indígenas, através do fortalecimento de suas práticas tradicionais que estão cada vez mais esquecidas