Avaliação da iniciativa "Novas oportunidades" numa escola secundária com 3.º ciclo do distrito de Lisboa

Tese de doutoramento, Educação (Avaliação em Educação), Universidade de Lisboa, Instituto de Educação, 2011A Iniciativa Novas Oportunidades é um programa educativo que procura qualificar mais e melhor tanto os adultos como os jovens do nosso País. A sua natureza política e as mudanças conceptuais que esta representa tornam tão rica quanto complexa a sua implementação. Como tal, este projecto pretende avaliara a implementação da Iniciativa Novas Oportunidades numa determinada escola, optando, para tal, pela metodologia do estudo de caso. Os resultados demonstram que a Iniciativa Novas Oportunidades não é ainda plenamente entendida nem valorizada no sector educativo. A sua aceitação e assimilação pelos diferentes actores educativos são, em muito, condicionadas pela sua natureza política e pelos objectivos quantificados que lhe estão associados. Neste caso, a integração da Iniciativa Novas Oportunidades, nomeadamente do Centro Novas Oportunidades, continua a ser um processo moroso e difícil. Os cursos profissionais, por sua vez, não constituem propriamente uma escolha da escola, mas sim uma imposição da tutela. Todavia, os diferentes actores educativos parecem aceitar melhor estas formações na escola. De uma forma global, é, no entanto, visível alguma dificuldade da escola em questionar a sua tradição e a sua natureza vocacionada para um determinado público, neste caso, os jovens que querem prosseguir estudos para o ensino superior. Relativamente ao Sistema de RVCC e a todo o trabalho efectuado no CNO com os adultos, muitas são as dúvidas que ainda se colocam. Embora todos reconheçam os benefícios pessoais que os adultos retiram de um Processo de RVCC, estamos longe ainda de alcançar os resultados desejados tanto em termos profissionais como em termos de aprendizagem ao longo da vida. Em suma, é essencial fomentar um conhecimento mais profundo da Iniciativa Novas Oportunidades e consciencializar os diferentes actores educativos das inovações e transformações que esta traz para o próprio conceito de escola e de educação.The Program Novas Oportunidades is an educational program that aims to qualify more and better not only the adults but also the young people of our country. His political dimension and the conceptual changes that it represents make his implementation so rich as complex. So, this project aims to evaluate the implementation of this program in a certain school, choosing for it the casa study methodology. The results show that the Program Novas Oportunidades isn’t yet totally understood or valued in the educational sector. The fact that it’s not well accepted and assimilated is, strongly, influenced by his political nature and the numbers associated with. In this case, the integration of the Program Novas Oportunidades is still slow and difficult. On the contrary, the vocational courses aren’t a school’s choice; instead they were imposed by the Minister. The different school actors seem to accept better these courses in their school. Globally, we can observe some difficulty for school to question his tradition and nature targeted to a certain public: the young students that want to continue to study in college. Concerning the RVCC Process and the daily work of the CNO with the adults, a lot of questions remains. Although everyone recognizes the personal benefits for the adults in a RVCC Process, there is still a long way to go to reach the wanted results at professional level and in terms of lifelong learning. To conclude, it’s essential to promote a more accurate knowledge of the Program Novas Oportunidades and make the different school actors conscious of the innovations and changes that it brings to the concept of school and education per si

from prescribed curriculum to practiced curriculum

UIDB/04647/2020 UIDP/04647/2020In Portugal, like in other European countries, the curricular policies developed since the 1980s and 1990s have been highlighting the role of the school as a central space for educational action and the role of the teacher as the main actor in this process. In this sense, measures for curricular contextualization have been implemented since the introduction of the Curriculum Flexible Management Project in 1997 and the introduction of the National Curriculum in 2001. Twenty years after the introduction of the Curriculum Flexible Management Project and as the Portuguese Ministry of Education is now resuming previous policies for curricular flexibility, it is important to think about the National Curriculum recontextualization in a country that was strongly centralized until 2001. As a central object of this study, the prescribed curriculum was analysed, focusing on the political guidelines and how schools/teachers incorporated them, taking as analysis basis a sample of school timetables of grade 5 (ISCED 1). The timetables show how time is being managed during compulsory education in terms of subjects/disciplinary areas and which knowledge is being selected for the curricula implemented by the different schools – the curriculum in action.publishersversionpublishe

Criando um ambiente de aprendizagem na sala de aula de língua portuguesa

The present work - a case study of participatory and interventional nature defined as Action Research (MORIN, 2004) - has as its central goal the construction of a Learning Environment in a Portuguese Language classroom. The investigative scenario is a 9th grade classroom of the Education of Youth and Adults - EJA - 23 students aged between 17 and 55 years old - from a municipal public school in Muriaé, MG. Conflicts of interest between generations, disrespect, disorganization and apathy demarcated the environment of this classroom, hindering or impeding learning, which led to the definition of the issue of this study. This study is part of the macroproject "Portuguese Language Teaching - from Teacher Training to theClassroom" (MIRANDA, 2014, FAPEMIG CHE APQ 02584/14), assuming its theoretical-methodological matrix and models of intervention actions. Three stages of action were proposed: an initial diagnostic, an intervention, a final diagnostic and the final evaluational steps. The diagnostic actions involved the application of two investigative instruments aimed at the students: a semiabalized questionnaire cutting the socioeconomic and cultural profile, applied at the beginning of the project and the Report of Practices, one of which was collected at the beginning and another, with an adjustment of content at the end of the project. For the comparative diagnostic analysis of the two Student reports, Framing Semantics (FILLMORE, 2009 [1982] and SALOMÃO, 2009) and its Framenet lexicographic project (https://framenet.icsi.berkeley.edu/fndrupal) were used. The results of this semantic analysis were submitted to an interdisciplinary interpretive reading in order to construct indicators of the student perspective on Portuguese language teaching before and after the application of the project. The intervention stage, accompanied by records of teachers (and students) logbooks, was organized into three projects: Project 1: Building a learning environment through Portuguese language teaching - the production of the Dogmatized Debate genre; Project 2: Looking for the student's voice and getting to know their points of view - from the court to the production of the Opinion Article genre and Project 3: Giving the public their knowledge and opinions - the production of the Seminary genre. These interventive actions were supported by an interactionist conception of language and involved the daily teaching practice of Portuguese teacher-researcher - reading, writing, speaking and linguistic reflection - during the academic year of 2017. The final results achieved show that strengthening the protagonism of the students and the collaboration network between them modified the environment, making it conducive to teaching-learning Portuguese. Following the model developed for the Final Conclusion of PROFLETRAS / UFJF, this study has as a product a digital and interactive Pedagogical Notebook accompanied by a dissertation document.O presente trabalho - um Estudo de Caso de natureza participativa e interventiva definido como Pesquisa-ação (MORIN, 2004) - tem como meta central a construção de um Ambiente Aprendizagem em sala de aula de Língua Portuguesa. O cenário investigativo é uma sala de aula de 9o ano do ensino fundamental da Educação de Jovens e Adultos- EJA - 23 alunos com idade entre 17 e 55 anos - de uma escola pública municipal de Muriaé, MG. Conflitos de interesse entre gerações, desrespeito, desorganização e apatia demarcavam o ambiente desta sala de aula, dificultando ou impedindo a aprendizagem, o que levou à definição da questão deste estudo. Norteada pelas categorias Protagonismo discente, Autoria e Autoridade Docente, Modelagem e Redes de Cooperação, este estudo integra-se ao macroprojeto “Ensino de Língua Portuguesa- da Formação docente à sala de aula” (MIRANDA, 2014, FAPEMIG CHE APQ 02584/14), assumindo sua matriz teórico-metodológica e modelos de ações interventivas. Três etapas de ação foram propostas: etapas diagnóstica inicial, interventiva, diagnóstica e avaliativa final. As ações diagnósticas envolveram a aplicação de dois instrumentos investigativos voltados para os alunos: um questionário semiaberto recortando o perfil socioeconômico e cultural, aplicado no início do projeto e o Relato de Práticas, sendo que um foi coletado no início e outro, com um ajuste de conteúdo, no final do projeto. Para a análise diagnóstica comparativa dos dois Relatos discentes foi utilizada a Semântica de Frames (FILLMORE, 2009 [1982]; SALOMÃO, 2009) e seu projeto lexicográfico Framenet (https://framenet.icsi.berkeley.edu/fndrupal). Os resultados desta análise semântica foram submetidos a uma leitura interpretativa interdisciplinar de modo a se construírem indicadores da perspectiva discente sobre o ensino de Língua Portuguesa antes e após a aplicação do projeto. A etapa interventiva, acompanhada por registros de diários de bordo docente e discente, foi organizada em três projetos: Projeto 1: Construindo um ambiente de aprendizagem através do ensino de Língua Portuguesa - a produção do gênero Debate Regrado; Projeto 2: Buscando a voz do aluno e conhecendo os pontos de vista – do tribunal à produção do gênero Artigo de Opinião e Projeto 3: Dando ao público seus saberes e opiniões – a produção do gênero Seminário. Essas ações interventivas foram sustentadas por uma concepção interacionista da linguagem e envolveram toda a prática cotidiana de ensino de língua Portuguesa do docente- pesquisador – leitura, escrita, oralidade e reflexão linguística - durante o ano letivo de 2017. Os resultados finais alcançados mostram que o fortalecimento do protagonismo dos alunos e da rede de colaboração entre eles modificou o ambiente, tornando-o propício ao ensino- aprendizagem da Língua Portuguesa. Seguindo o modelo desenvolvido para os Trabalhos de Conclusão Final do PROFLTRAS/UFJF, este estudo tem como produto um Caderno Pedagógico digital e interativo acompanhado de um documento dissertativo

Study of Radarfacies in Auriferous Placers at Baixada Cuiabana, Mato Grosso (Brazil)

The state of Mato Grosso (MT) is the fifth largest gold producer in Brazil, with much of it coming from the Baixada Cuiabana region. In this region, gold occurs in primary deposit associated with quartz veins and their host metasedimentary rocks of the Cuiabá Group and secondary sedimentary deposits (such as colluviums, alluviums and eluviums), the latter being quite profitable and easy to exploit. The gold exploitation in these areas often results in deforestation of the Pantanal biome, as mining uses random subsoil scarification to locate the deposits. In this study, the Ground Penetrating Radar (GPR) geophysical method was applied to differentiate and locate alluvial, colluvial and eluvial deposits. This may help to mitigate the local deforestation process. Thus, the acquisition of GPR data took place in a gold mine located in the municipality of Nossa Senhora do Livramento. The GPR recordings were done with a 200 MHz shielded antenna, along with ditches and gravel exposures. The results show variability of the electromagnetic wave velocity between 0.085 to 0.146 m/ns, with normalized amplitudes of -1 to 1 ranging between maximum values of -0.8 and 0.8. The lowest velocity values were found for gravels of alluvial origin. The intermediate velocity of 0.090 m/ns is associated with eluviums and the highest velocity (0.146 m/ns) is associated with gravel of colluvial origin. GPR was efficient to distinguish secondary sedimentary deposits in the Baixada Cuibana, becoming a prospective alternative for the region

The views of stakeholders on mandatory or voluntary use of a simplified standard on non-financial information for SMEs in the European Union

Artigo publicado em revista científica internacional: This paper investigates the variables that may explain the views of stakeholders regarding the need for a simplified non-financial reporting (NFR) standard for small and medium-sized enterprises (SMEs) in the European Union (EU) and whether this standard should be mandatory or voluntary. This paper uses, as a source, 588 answers provided by different groups of stakeholders within the process of public consultation conducted by the EU, from February to June 2020, concerning possible revisions to the provisions of the Directive on NFR. The findings showed that the most consensual attribute that probably explains the views of stakeholders on this matter is the importance attributed by them to the concepts of comparability, reliability, and relevance. From the stakeholders’ perspective, this topic may also be explained by the users’ needs. Notwithstanding, its importance may differ, depending on the type of user. These findings are relevant within the process of developing an NFR model applicable to SMEs based on a mandatory standard, providing evidence that regulators and standard-setters should consider the qualitative characteristics of non-financial information as well as the needs of various stakeholders within this process.info:eu-repo/semantics/publishedVersio

Exploring core cognitive skills of Computational Thinking

Although still innovative and not largely disseminated, Computational Thinking is being considered as a critical skill for students in the 21st century. It involves many skills, but programming abilities seem to be a core aspect since they foster the development of a new way of thinking that is key to the solution of problems that require a combination of human mental power and computing power capacity. This paper presents an exploratory study developed to select psychological assessment tests that can be used to identify and measure Computational Thinking cognitive processes, associated to the programming component, so that strategies can be developed to promote it. After the literature review, we identified four central cognitive processes implied in programming, therefore important to Computational Thinking, and accordingly selected a set of four tests that were administered to a sample of 12 introductory programming students. Our results suggest that spatial reasoning and general intelligence are crucial dimensions for introductory programming, being also correlated to the students’ academic success in this area. However, arithmetic reasoning and attention to detail tests did not correlate. Based on these results, directions for future research have been defined in order to effectively identify and develop the core cognitive processes of programming, ergo, to help develop Computational Thinking.University of Susse

Análise de livros infantis para a promoção de desenvolvimento sociocognitivo em pré-escolares

In view of the need for a more proactive involvement from school psychologists, this study aimed to analyze, based on a social information processing approach, a sample of 100 children's books aimed at preschool children aged between 4 and 6 years. The books were analyzed by considering the occurrence of the six components of an American program for the reduction in aggressive behavior through children's storybooks. The results showed that 32% of the books offered an excellent repertoire and 47% evidenced a significant repertoire of social traces, pointing to the viability of the use of national storybooks for children as a resource for promoting socio-cognitive development and preventing issues concerning aggressive and anti-social behavior in the educational context.Considerando a necessidade de uma atuação mais pró-ativa dos psicólogos escolares, este estudo teve como objetivo analisar, com foco no processamento de informação social, uma amostra de cem livros de histórias infantis nacionais dirigidos a pré-escolares de 4 a 6 anos. Os livros foram analisados considerando a ocorrência dos seis componentes de um programa estadunidense de redução do comportamento agressivo por meio de histórias infantis. Os resultados mostraram que 32% dos livros apresentaram um repertório relevante e 47% evidenciaram um repertório significativo de pistas sociais, apontando para a viabilidade da utilização dos livros infantis nacionais como recurso para promover o desenvolvimento sociocognitivo e prevenir comportamentos agressivos e antissociais no contexto educativo

Just culture in the Portuguese Air Force

Historicamente, os acidentes são amiudadamente anteriorizados por incidentes, e/ou por “previsíveis/antecipáveis” falhas nos sistemas e insuficiências na segurança, afigurandose mais eficazes, para potenciar a Cultura de segurança, a adoção de sistemas de índole preventiva e preditiva, alicerçados numa abordagem de Just Culture, em detrimento dos puramente reativos. Adicionalmente, sistemas complexos, tecnologicamente vanguardistas, presentes em setores de alto risco, como a aviação em geral, e a militar em particular, têm levado Organizações como a Força Aérea (FA), a investir crescentemente na sua política de segurança operacional, caso da recente implementação da Just Culture. Esta investigação, com o objetivo “Propor contributos para otimizar a implementação da Just Culture na Cultura de segurança da FA”, pautou-se por um raciocínio indutivo, uma estratégia de investigação quantitativa com reforço qualitativo e um desenho de pesquisa de estudo caso, e baseouse em dados: de questionário a 22 oficiais da chefia de estruturas intermédias da FA; das entrevistas semiestruturas a cinco entidades da estrutura superior da FA e a duas de congéneres nacionais; documentais de duas congéneres internacionais. Dos resultados, concluiu-se que a otimização da Just Culture na FA traduz-se pelo emprego de quatro medidas (normativos, formação, comunicação interna e externa e retroalimentação), operacionalizadas em associadas linhas de ação.Historically, accidents are often preceded by incidents, and / or by “predictable / foreseeable” failures in systems and safety deficiencies. To improve Safety Culture, it appears to be more effective to adopt preventive and predictive systems based on a Just Culture approach, instead of purely reactive systems. Furthermore, the complex, technologically avant-garde systems used in high-risk industries such as aviation, and in military aviation in particular, have led Organizations such as the Air Force (PoAF) to invest on their safety policies, as the recent implementation of Just Culture demonstrates. This study aims to “Propose measures to optimise the implementation of Just Culture in the PoAF’s Safety Culture”. The study used inductive reasoning, a quantitative research strategy with qualitative elements and a case study research design, based on data collected from: a questionnaire delivered to 22 officers of the PoAF’s intermediate leadership structures; semi-structured interviews to five officers of the PoAF’s superior structure and two officers from comparable national organizations / counterparts; and a literature review on two foreign organizations / counterparts. The findings revealed that optimising Just Culture in the PoAF will entail four measures (regulations, education / training, internal and external communication and feedback) and a set of corresponding lines of action.info:eu-repo/semantics/publishedVersio

“Eu escrevo o quê, professor (a)?”: notas sobre os sentidos da classificação racial (auto e hetero) em políticas de ações afirmativas

The article reflects the procedures of Universidade Federal Fluminense during the registration of approved students by SISU in 2018. In compliance with law nº. 12990/2014 e Orientação Normativa nº 3, de 01/08/2016, do Ministério do Planejamento, Desenvolvimento e Gestão instituting mandatory commissions for the assessment of self-declared black and indigenous candidates, we conducted one of these examining boards. Reserving vacancies in competitions is a historical demand of black movements, creating public policies of affirmative action. It is intended to problematize how the regulation of racial quotas is positive as a public policy because it recognizes racism as structuring inequalities in Brazil. However, this proves to be a social technology based on systematic suspicion, generating legal insecurity in the evaluations of “pardos”, as well as the resurgence of phenotypic criteria, procedures considered legitimate to ensure the right to vacancy at public universities, which may result in a non-place for light-skinned blacks.O artigo pretende problematizar como a regulamentação das cotas raciais - positiva como política pública de ação afirmativa ao reconhecer o racismo como estruturante das desigualdades no país – tem se revelado uma tecnologia social fundada na suspeição sistemática, gerando insegurança jurídica nas avaliações dos “pardos”, assim como o ressurgimento de critérios fenotípicos, procedimentos considerados legítimos para assegurar o direito a vaga na universidade pública, podendo resultar em um não-lugar para negros de pele clara.  As análises baseiam-se nos procedimentos da Universidade Federal Fluminense durante a matrícula de aprovados no SISU em 2018 para cumprir a Lei nº. 12.990/2014 e Orientação Normativa nº 3, de 01/2016, do Ministério do Planejamento, Desenvolvimento e Gestão que instituíram a obrigatoriedade de comissões de aferição de candidatos autodeclarados negros e indígenas