Profissionais de RVC: uma nova atividade profissional no campo da formação de adultos

Esta investigación se centra en el análisis del grupo ocupacional profesional de RVC (Profesionales del Reconocimiento y Validación de Competencias), que aparece como un área relativamente nueva en la formación / educación de adultos en Portugal que es el reconocimiento del aprendizaje a través de la experiencia, que tiene lugar en los centros de Nuevas Oportunidades (CNO). Este estudio tiene por objetivo principal analizar las trayectorias profesionales y sus formas de identidad construidas por los profesionales de RVC que tuvo lugar en un CNO de Lisboa. El instrumento de recolección de datos utilizado fue una entrevista semi-estructurada. Los resultados permitirán obtener una visión más amplia y profunda sobre este grupo ocupacional y las tensiones que atraviesan.This research focuses on the analysis of the RVC Professionals occupational group (Professionals of Recognition and Validation of Competencies), which consists in a relatively new area in the adult training/education field in Portugal: the recognition of the experiential learning, taking place in New Opportunities Centres. This study´s main goal is to analyze career paths and forms of identity built by RVC Professionals. It took place in one New Opportunities Centre of Greater Lisbon. The data collection instrument used was a semi-structured interview type. The results led to a broader and profound vision about this occupational group and its tensions.Esta investigação centra-se na análise do grupo ocupacional Profissionais de RVC (Profissionais de Reconhecimento e Validação de Competências), que se enquadra numa área relativamente recenté da formação/educação de adultos em Portugal, que é o reconhecimento de adquiridos experienciais, que tem lugar nos Centros Novas Oportunidades (CNO). O estudo tem como objetivo principal analisar os percursos profissionais e as formas identitárias construídas pelos Profissionais de RVC e teve lugar num CNO da grande Lisboa. O instrumento de recolha de dados usado foi a entrevista de tipo semiestruturado. Os resultados permitiram obter uma visão mais alargada e profunda sobre este grupo ocupacional e das tensões que o atravessam

Profissionais de RVC: uma nova atividade profissional no campo da formação de adultos

Esta investigación se centra en el análisis del grupo ocupacional profesional de RVC (Profesionales del Reconocimiento y Validación de Competencias), que aparece como un área relativamente nueva en la formación / educación de adultos en Portugal que es el reconocimiento del aprendizaje a través de la experiencia, que tiene lugar en los centros de Nuevas Oportunidades (CNO). Este estudio tiene por objetivo principal analizar las trayectorias profesionales y sus formas de identidad construidas por los profesionales de RVC que tuvo lugar en un CNO de Lisboa. El instrumento de recolección de datos utilizado fue una entrevista semi-estructurada. Los resultados permitirán obtener una visión más amplia y profunda sobre este grupo ocupacional y las tensiones que atraviesan.This research focuses on the analysis of the RVC Professionals occupational group (Professionals of Recognition and Validation of Competencies), which consists in a relatively new area in the adult training/education field in Portugal: the recognition of the experiential learning, taking place in New Opportunities Centres. This study´s main goal is to analyze career paths and forms of identity built by RVC Professionals. It took place in one New Opportunities Centre of Greater Lisbon. The data collection instrument used was a semi-structured interview type. The results led to a broader and profound vision about this occupational group and its tensions.Esta investigação centra-se na análise do grupo ocupacional Profissionais de RVC (Profissionais de Reconhecimento e Validação de Competências), que se enquadra numa área relativamente recenté da formação/educação de adultos em Portugal, que é o reconhecimento de adquiridos experienciais, que tem lugar nos Centros Novas Oportunidades (CNO). O estudo tem como objetivo principal analisar os percursos profissionais e as formas identitárias construídas pelos Profissionais de RVC e teve lugar num CNO da grande Lisboa. O instrumento de recolha de dados usado foi a entrevista de tipo semiestruturado. Os resultados permitiram obter uma visão mais alargada e profunda sobre este grupo ocupacional e das tensões que o atravessam

A formação de educadores de adultos implicados no reconhecimento e validação de adquiridos experienciais

O texto trata do processo de formação de educadores de adultos responsáveis pela implementação do reconhecimento e validação de adquiridos experienciais em Portugal. As investigações realizadas neste domínio revelam que, de forma geral, esses educadores não têm uma formação de base específica, no âmbito da educação formal, que os prepare para o desempenho profissional do processo de reconhecimento e validação de adquiridos experienciais, contudo assumem funções que exigem o domínio de metodologias inovadoras e complexas. Deste modo, o texto, ao centrar-se no processo de formação dos educadores de adultos que trabalham no reconhecimento e validação de adquiridos experienciais de adultos pouco escolarizados, visa analisar o modo como eles aprenderam a desempenhar essa atividade profissional. A problematização e a reflexão, apresentadas no texto, são orientadas pelo pressuposto de que a formação é um processo amplo e difuso, que ocorre ao longo da vida, nos múltiplos espaços e tempos. A análise é resultado de uma investigação qualitativa, cujos dados empíricos são oriundos de entrevistas biográficas com educadores de adultos, responsáveis pela implementação do processo de reconhecimento e validação de adquiridos experienciais. Os dados empíricos recolhidos evidenciam que a formação dos educadores de adultos decorreu, essencialmente, da sua experiência profissional no âmbito deste processo. Os educadores de adultos aprenderam com os pares, no contexto de trabalho, através das dinâmicas dos próprios centros de educação de adultos, resultantes da missão, das metodologias utilizadas e da especificidade do processo de reconhecimento e validação de adquiridos experienciais. Deste modo, sua formação resultou do contato direto com a ação, da reflexão e da apropriação das experiências vividas no trabalho.info:eu-repo/semantics/publishedVersio

Insucesso escolar numa perspectiva de género – A Perceção dos alunos

O texto problematiza o insucesso escolar numa perspectiva de género, a partir da perceção de alunos dos ensinos básico e secundário em Portugal. A análise resulta de uma investigação cujos dados empíricos foram recolhidos por meio de entrevistas semiestruturadas e de grupos focais. As estatísticas oficiais revelam uma taxa de insucesso escolar maior entre os rapazes, por comparação às raparigas. Todavia, os alunos não refletem, no seu quotidiano, sobre esse fenómeno e naturalizam-no com base em estereótipos de género. A construção de género ocorre em todos os tempos e espaços, incluindo a escola, porém, para os alunos envolvidos nesta pesquisa, o género é construído, sobretudo, no contexto familiar.info:eu-repo/semantics/publishedVersio

Évaluations et apprentissages

Colóquio realizado no Instituto de Educação da Universidade de Lisboa, em Janeiro de 2016info:eu-repo/semantics/publishedVersio

COVID-19 symptoms at hospital admission vary with age and sex: results from the ISARIC prospective multinational observational study

Background: The ISARIC prospective multinational observational study is the largest cohort of hospitalized patients with COVID-19. We present relationships of age, sex, and nationality to presenting symptoms. Methods: International, prospective observational study of 60 109 hospitalized symptomatic patients with laboratory-confirmed COVID-19 recruited from 43 countries between 30 January and 3 August 2020. Logistic regression was performed to evaluate relationships of age and sex to published COVID-19 case definitions and the most commonly reported symptoms. Results: ‘Typical’ symptoms of fever (69%), cough (68%) and shortness of breath (66%) were the most commonly reported. 92% of patients experienced at least one of these. Prevalence of typical symptoms was greatest in 30- to 60-year-olds (respectively 80, 79, 69%; at least one 95%). They were reported less frequently in children (≤ 18 years: 69, 48, 23; 85%), older adults (≥ 70 years: 61, 62, 65; 90%), and women (66, 66, 64; 90%; vs. men 71, 70, 67; 93%, each P < 0.001). The most common atypical presentations under 60 years of age were nausea and vomiting and abdominal pain, and over 60 years was confusion. Regression models showed significant differences in symptoms with sex, age and country. Interpretation: This international collaboration has allowed us to report reliable symptom data from the largest cohort of patients admitted to hospital with COVID-19. Adults over 60 and children admitted to hospital with COVID-19 are less likely to present with typical symptoms. Nausea and vomiting are common atypical presentations under 30 years. Confusion is a frequent atypical presentation of COVID-19 in adults over 60 years. Women are less likely to experience typical symptoms than men

Educadores de adultos no processo de reconhecimento e validação de adquiridos experienciais : percursos profissionais, formação e identidades

A presente investigação, enquadrada no campo das Ciências da Educação, tem por objetivo compreender o percurso profissional, os processos de formação e a identidade profissional de educadores de adultos que trabalharam no reconhecimento, validação e certificação de adquiridos experienciais. O estudo estrutura-se em torno de quatro eixos: 1) percursos escolar e profissional dos educadores de adultos; 2) atividades realizadas pelos educadores de adultos no processo de reconhecimento, validação e certificação de adquiridos experienciais; 3) processos de formação vividos pelos educadores de adultos relacionados com o desempenho da atividade de profissional de RVC; 4) identidade profissional construída pelos educadores de adultos envolvidos no processo de reconhecimento, validação e certificação de adquiridos experienciais. A problemática em estudo enquadra-se em contributos teóricos dos campos da educação e formação de adultos, da sociologia da educação e da sociologia das profissões. A investigação filia-se na metodologia qualitativa e os dados empíricos resultaram de entrevistas biográficas a trinta e dois educadores de adultos envolvidos no processo de reconhecimento, validação e certificação de adquiridos experienciais, a desempenharem a atividade de profissional de RVC. A maioria dos educadores de adultos entrevistados possui como formação de base licenciaturas no domínio das ciências sociais e humanas. Estes profissionais apresentam percursos profissionais diversificados, ligados à área da sua formação de base, no período que antecede a experiência profissional no processo de reconhecimento, validação e certificação de adquiridos experienciais. No exercício da atividade de profissional de RVC estes educadores de adultos asseguram o acompanhamento dos adultos na elaboração e organização do seu portefólio, e promovem o processo de reconhecimento e de validação através da articulação dos adquiridos experienciais do adulto com os elementos dos referenciais. Além disso, asseguram um conjunto de atividades administrativas necessárias ao desenvolvimento do próprio processo. O processo de formação destes profissionais ocorreu, essencialmente, em contexto de trabalho, no confronto com problemas no exercício das suas funções, através de processos de tentativa-erro, de observação e de partilha de informação com colegas que exercem a mesma atividade, e da reflexão sobre a experiência de trabalho. Os dados empíricos revelam que, fruto da diversidade de socializações escolares e profissionais que tiveram lugar ao longo do percurso biográfico e da precariedade que caraterizou as relações de trabalho, a identidade profissional destes educadores de adultos encontra-se fragmentada.This investigation, in the field of Educational Sciences, has as main aim to understand the professional pathway, training processes and professional identity of adult educators who worked in recognition of prior learning. The study is focused on four axes: 1) academic and professional pathways; 2) activities done by adult educators in recognition of prior learning; 3) training processes of adult educators, with the purpose to understand how they have learned to do their job; 4) professional identity and identitary configurations built by adult educators who worked in recognition of prior learning. The issue under study is framed in theoretical contributions from Adult Education and Training, Sociology of Education and Sociology of Professions. The research is based on qualitative methodology, and empirical data are derived from biographical interviews done to thirty two adult educators involved in recognition of prior learning with the job of RPL (recognition of prior learning) Professional. The majority of adult educators interviewed hold higher education degrees in human and social sciences. These professionals had diverse professional pathways linked to their initial training before they became adult educators. While working as RPL Professionals, these adult educators ensure their adults follow up through the elaboration and organization of their portfolio, they also promote the process of recognition and validation through the articulation of prior learning with the referential elements. Additionally, they ensure a set of administrative activities essential for the development of the process itself. The training process of these professionals occurred, essentially, in work context, through problem solving while exercising their functions, trial and error, reflection about their work experience, observation and information sharing with colleagues who carry out the same activity. The empirical data show that, as a result of the diversity of academic and professional socializations that have taken place along the biographical pathways and the precariousness that characterized labor relations, the professional identity of these adult educators is fragmented

Teachers’ perceptions of school failure and dropout from a gender perspective: (re)production of stereotypes in school

This article aims to analyse teachers’ perceptions of school failure and dropout through a gender perspective in the Portuguese context. The statistical data show that, in most OECD countries, the rates of school failure and dropout are higher for boys than for girls. In Portugal, the difference in the school failure and dropout rates for boys and girls is quite significant, and there is a considerable lack of research. This study used a mixed methods design with both quantitative and qualitative data collection. We used a questionnaire and interviews to explore the teachers’ perceptions of school failure and dropout through a gender perspective. The study was based on a performative model, which considers the construction of gender as a continuous and changing process as a result of social interaction in all spaces and at all times of life. We consider that school is a space where gender construction takes place, particularly in the relationships between pupils, and between pupils and teachers, which can have an impact on the pupils’ educational achievement. The data collected show that most teachers are not aware of gender differences in school failure and dropout. When confronted with the national statistics, the teachers do not recognise that the phenomenon is taking place in their schools. The teachers consider that gender differences in school failure and dropout result from personal and family factors, external to school and reveal gender stereotypes based on hegemonic masculinity.info:eu-repo/semantics/publishedVersio

Paediatric COVID-19 mortality: a database analysis of the impact of health resource disparity

Background The impact of the COVID-19 pandemic on paediatric populations varied between high-income countries (HICs) versus low-income to middle-income countries (LMICs). We sought to investigate differences in paediatric clinical outcomes and identify factors contributing to disparity between countries.Methods The International Severe Acute Respiratory and Emerging Infections Consortium (ISARIC) COVID-19 database was queried to include children under 19 years of age admitted to hospital from January 2020 to April 2021 with suspected or confirmed COVID-19 diagnosis. Univariate and multivariable analysis of contributing factors for mortality were assessed by country group (HICs vs LMICs) as defined by the World Bank criteria.Results A total of 12 860 children (3819 from 21 HICs and 9041 from 15 LMICs) participated in this study. Of these, 8961 were laboratory-confirmed and 3899 suspected COVID-19 cases. About 52% of LMICs children were black, and more than 40% were infants and adolescent. Overall in-hospital mortality rate (95% CI) was 3.3% [=(3.0% to 3.6%), higher in LMICs than HICs (4.0% (3.6% to 4.4%) and 1.7% (1.3% to 2.1%), respectively). There were significant differences between country income groups in intervention profile, with higher use of antibiotics, antivirals, corticosteroids, prone positioning, high flow nasal cannula, non-invasive and invasive mechanical ventilation in HICs. Out of the 439 mechanically ventilated children, mortality occurred in 106 (24.1%) subjects, which was higher in LMICs than HICs (89 (43.6%) vs 17 (7.2%) respectively). Pre-existing infectious comorbidities (tuberculosis and HIV) and some complications (bacterial pneumonia, acute respiratory distress syndrome and myocarditis) were significantly higher in LMICs compared with HICs. On multivariable analysis, LMIC as country income group was associated with increased risk of mortality (adjusted HR 4.73 (3.16 to 7.10)).Conclusion Mortality and morbidities were higher in LMICs than HICs, and it may be attributable to differences in patient demographics, complications and access to supportive and treatment modalities

Respiratory support in patients with severe COVID-19 in the International Severe Acute Respiratory and Emerging Infection (ISARIC) COVID-19 study: a prospective, multinational, observational study

Background: Up to 30% of hospitalised patients with COVID-19 require advanced respiratory support, including high-flow nasal cannulas (HFNC), non-invasive mechanical ventilation (NIV), or invasive mechanical ventilation (IMV). We aimed to describe the clinical characteristics, outcomes and risk factors for failing non-invasive respiratory support in patients treated with severe COVID-19 during the first two years of the pandemic in high-income countries (HICs) and low middle-income countries (LMICs). Methods: This is a multinational, multicentre, prospective cohort study embedded in the ISARIC-WHO COVID-19 Clinical Characterisation Protocol. Patients with laboratory-confirmed SARS-CoV-2 infection who required hospital admission were recruited prospectively. Patients treated with HFNC, NIV, or IMV within the first 24 h of hospital admission were included in this study. Descriptive statistics, random forest, and logistic regression analyses were used to describe clinical characteristics and compare clinical outcomes among patients treated with the different types of advanced respiratory support. Results: A total of 66,565 patients were included in this study. Overall, 82.6% of patients were treated in HIC, and 40.6% were admitted to the hospital during the first pandemic wave. During the first 24 h after hospital admission, patients in HICs were more frequently treated with HFNC (48.0%), followed by NIV (38.6%) and IMV (13.4%). In contrast, patients admitted in lower- and middle-income countries (LMICs) were less frequently treated with HFNC (16.1%) and the majority received IMV (59.1%). The failure rate of non-invasive respiratory support (i.e. HFNC or NIV) was 15.5%, of which 71.2% were from HIC and 28.8% from LMIC. The variables most strongly associated with non-invasive ventilation failure, defined as progression to IMV, were high leukocyte counts at hospital admission (OR [95%CI]; 5.86 [4.83-7.10]), treatment in an LMIC (OR [95%CI]; 2.04 [1.97-2.11]), and tachypnoea at hospital admission (OR [95%CI]; 1.16 [1.14-1.18]). Patients who failed HFNC/NIV had a higher 28-day fatality ratio (OR [95%CI]; 1.27 [1.25-1.30]). Conclusions: In the present international cohort, the most frequently used advanced respiratory support was the HFNC. However, IMV was used more often in LMIC. Higher leucocyte count, tachypnoea, and treatment in LMIC were risk factors for HFNC/NIV failure. HFNC/NIV failure was related to worse clinical outcomes, such as 28-day mortality. Trial registration This is a prospective observational study; therefore, no health care interventions were applied to participants, and trial registration is not applicable