A compreensão evolutiva do ensino e da aprendizagem como promoção da melhoria da prática docente

O presente relatório incide sobre o processo de ensino-aprendizagem, bem como sobre conceitos, abordagens e metodologias no ensino e na aprendizagem, contextualizando a minha experiência prática. Assim, numa primeira fase explano sobre o meu percurso educacional e profissional. São realçadas as dificuldades com que o professor estagiário se depara, como a ausência de experiência prática, a adequação do discurso e das metodologias. Todavia, o experienciar destas dificuldades permite adquirir competências necessárias ao exercício da atividade docente. É também descrita a condição de professora contratada que me permitiu conhecer realidades escolares distintas, ou seja, professores e alunos com caraterísticas e aspirações específicas, contextos sociais, culturais, familiares diversificados, que, de algum modo, se refletiam no ambiente escolar e nas condições de ensinar e de aprender. Seguidamente, é feita uma reflexão sobre o que é ensinar e diferentes abordagens no ensino: tradicional, comportamentalista, humanista, cognitivista, sociocultural e construtivista. O ato de ensinar não deve ser confundido com a mera transmissão de conhecimentos, reservando para o aluno apenas a condição de recetor. Trata-se, antes, de um processo que, além de envolver a troca de informação, implica também, entre outros aspetos, a seleção e utilização das metodologias mais adequadas, tendo em conta os aprendentes, bem como as circunstâncias em que decorre a atividade letiva e o ato de ensinar. Quanto às metodologias de ensino, destaco a pertinência do método expositivo, do demostrativo, do interrogativo e do ativo. Todos têm a sua importância, todavia deverão ser tidas em consideração as motivações e as aptidões dos alunos. Atualmente, os professores têm uma tarefa muito difícil: têm que educar, ensinar, motivar, combater as taxas de insucesso, cumprir metas. Neste contexto, é abordado o papel do professor, métodos e estratégias, tendo sempre em vista a melhoria do desempenho dos alunos. Noutra fase do documento, ocupar-me-ei da aprendizagem, dos paradigmas, das abordagens à aprendizagem e estratégias que os alunos têm ao seu dispor. Segundo Rosário e Almeida (1999), os estudos mais recentes no domínio da aprendizagem privilegiam o papel fundamental do aluno, não descurando a importância dos conteúdos curriculares, dos recursos educativos e das metodologias de ensino por parte dos professores. Desta forma, é pertinente refletir também sobre as estratégias de aprendizagem que os alunos utilizam. Relativamente às abordagens à aprendizagem, Duarte (2000, 2002) considera que as abordagens superficial, profunda e de alto-rendimento transmitem a forma como os alunos experienciam os contextos próprios de aprendizagem, podendo variar entre diferentes abordagens. A análise desta temática permitiu-me refletir sobre os desafios que os professores enfrentam, na tentativa de promover uma aprendizagem compreensiva por parte dos alunos. Com a elaboração deste relatório pude concluir que o processo de ensino-aprendizagem se encontra em mudança e que as abordagens no ensino e as diferentes metodologias podem ser adaptadas às práticas dos professores. Considero que estas reflexões contribuirão para a melhoria da minha postura enquanto professora, tornando-me mais reflexiva e sensível ao processo de aprendizagem dos meus alunos. Saliento, ainda, a importância dos alunos aprenderem a aprender, destacando o papel da metacognição para a aprendizagem e do papel do professor na orientação para o sucesso educativo do processo ensino-aprendizagem.The present work focuses on the process of teaching and learning as well as concepts, approaches and methodologies in teaching and learning, contextualizing my practical experience. In the first part of this work I will discuss my educational and professional background. The difficulties that the trainee teacher is faced as well the lack of practical experience, adjustment of speech and methodologies are highlighted. However, these difficulties allow the acquirement of skills with an important role for teaching practice. The condition of contract teacher is also described, and how it allowed me to face different educational situations like teachers and students with specific social, cultural, family context, characteristics and aspirations, which, somehow, are reflected in the school environment and conditions of teaching and learning. Then, I will reflect about: what is teaching and different approaches to teaching: traditional, behaviorist, humanistic, cognitivist, sociocultural and constructivist. The act of teaching should not be confused with a simple transmission of knowledge, allowing for the student a receiver condition. It is, rather, a process which, besides involving the exchange of information also implies, among other things, the selection of the most appropriate methodologies, taking into account the students and the circumstances in which the act of teaching takes place. Regarding teaching methods, will be enhanced the importance of the expository, demonstrative, interrogative and active methods. Besides the relevance of all, should be taken into consideration the motivations and skills of students. Currently, teachers have a very difficult task: they must educate, teach, motivate, oppose failure rates and accomplish goals. In this context, it will be discussed the teacher role, methods and strategies, to improve student performance. The next part of the document will argue about the approaches to learning, paradigms, and strategies that students have at their disposal. According to Rosario and Almeida (1999), recent studies in the learning field report the importance of the student, not forgetting the importance of curriculum contents and teachers educational resources and teaching methodologies. Thus, it is also pertinent to reflect on the learning strategies that students use. Regarding the approaches to learning, Duarte (2000, 2002) considers that the superficial, deep, high-return approaches reflect how students experience their own learning contexts, and may vary depending on approaches. The analysis of this matter allowed me to reflect on the challenges that teachers face in an attempt to promote a comprehensive learning of students. One can conclude that the teaching and learning process is changing and that the approaches to teaching as well as the different methodologies can be adapted to teacher practices. I believe that these reflections will help improve my position as a teacher, becoming more reflective and sensitive to students’ learning process. Also emphasize the importance of learning to learn by the students, regarding the role of metacognition and the role of the teacher in guidance of the educational success of teaching-learning process

SARS-CoV-2 introductions and early dynamics of the epidemic in Portugal

Genomic surveillance of SARS-CoV-2 in Portugal was rapidly implemented by the National Institute of Health in the early stages of the COVID-19 epidemic, in collaboration with more than 50 laboratories distributed nationwide. Methods By applying recent phylodynamic models that allow integration of individual-based travel history, we reconstructed and characterized the spatio-temporal dynamics of SARSCoV-2 introductions and early dissemination in Portugal. Results We detected at least 277 independent SARS-CoV-2 introductions, mostly from European countries (namely the United Kingdom, Spain, France, Italy, and Switzerland), which were consistent with the countries with the highest connectivity with Portugal. Although most introductions were estimated to have occurred during early March 2020, it is likely that SARS-CoV-2 was silently circulating in Portugal throughout February, before the first cases were confirmed. Conclusions Here we conclude that the earlier implementation of measures could have minimized the number of introductions and subsequent virus expansion in Portugal. This study lays the foundation for genomic epidemiology of SARS-CoV-2 in Portugal, and highlights the need for systematic and geographically-representative genomic surveillance.We gratefully acknowledge to Sara Hill and Nuno Faria (University of Oxford) and Joshua Quick and Nick Loman (University of Birmingham) for kindly providing us with the initial sets of Artic Network primers for NGS; Rafael Mamede (MRamirez team, IMM, Lisbon) for developing and sharing a bioinformatics script for sequence curation (https://github.com/rfm-targa/BioinfUtils); Philippe Lemey (KU Leuven) for providing guidance on the implementation of the phylodynamic models; Joshua L. Cherry (National Center for Biotechnology Information, National Library of Medicine, National Institutes of Health) for providing guidance with the subsampling strategies; and all authors, originating and submitting laboratories who have contributed genome data on GISAID (https://www.gisaid.org/) on which part of this research is based. The opinions expressed in this article are those of the authors and do not reflect the view of the National Institutes of Health, the Department of Health and Human Services, or the United States government. This study is co-funded by Fundação para a Ciência e Tecnologia and Agência de Investigação Clínica e Inovação Biomédica (234_596874175) on behalf of the Research 4 COVID-19 call. Some infrastructural resources used in this study come from the GenomePT project (POCI-01-0145-FEDER-022184), supported by COMPETE 2020 - Operational Programme for Competitiveness and Internationalisation (POCI), Lisboa Portugal Regional Operational Programme (Lisboa2020), Algarve Portugal Regional Operational Programme (CRESC Algarve2020), under the PORTUGAL 2020 Partnership Agreement, through the European Regional Development Fund (ERDF), and by Fundação para a Ciência e a Tecnologia (FCT).info:eu-repo/semantics/publishedVersio