Prática de ensino supervisionada em Educação Pré-Escolar

O presente relatório insere-se no âmbito da unidade curricular de Prática de Ensino Supervisionada do Mestrado em Educação Pré-Escolar e pretende aprofundar a reflexão sobre a ação educativa desenvolvida num jardim-de-infância situado em contexto urbano. Inclui, num primeiro capítulo, a contextualização da prática educativa, incidindo sobre a instituição, o grupo de crianças e as opções pedagógicas em que se procura apoiar a ação educativa. Apresentam-se, num segundo capítulo, experiências de aprendizagem, através das quais se questiona e dá a conhecer o trabalho que desenvolvemos com um grupo de crianças de três anos de idade. Nelas são contempladas as várias áreas e domínios curriculares, enveredando por uma abordagem curricular integrada de cariz socio-construtivista. Releva-se a participação e envolvimento ativo das crianças no desenvolvimento de atividades e projetos que se apresentem potencialmente facilitadores do seu bem-estar e progressão. Procede-se, num último capítulo, à reflexão sobre a globalidade da prática educativa, questionando-a e repensando-a, em ordem à melhoria do percurso formativo em que nos envolvemos. This report falls under the course of Supervised Teaching Practice of the Master of Education Pre-School and intends to deepen the reflection on the educational activity developed over an academic year, a kindergarten located in an urban context. Includes, in the first chapter, the context of educational practice, about the institution, the group of children and the pedagogical choices that seeks to support the educational activity. We present, in the second chapter, a set of learning experience, through which questions and gives knowing the work we do with a group of children three years of age. Them are included the various areas and curricular domains, embarking on an approach of an integrated curriculum-oriented socio-constructivist. It should be the participation and active involvement of children in the development of projects and activities that present potential facilitators of their well-being and advancement. The procedure is, in the last chapter, the reflection on the whole of pedagogical practice that has developed, questioning it and rethinking it, in order to seek answers to the improvement of the training path in which we engage

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