Descobrindo o sentido da profissão e a mim mesma como professora

Em termos metodológicos, este relatório insere-se no âmbito das investigações qualitativas do tipo interpretativo, privilegiando a interpretação na procura de sentidos. Inscreve-se num processo de reflexão alicerçado em dois eixos: - identificação de momentos formadores na/da profissão; - reinterpretação desses momentos, fazendo emergir sentidos. Na tentativa de compreender com quem e como aprendi o meu ser, o saber e o saber-fazer profissional, fui ‘descobrindo o sentido da profissão e a mim mesma como professora’. A um tempo narradora e investigadora, dotada de um saber hermenêutico tornado possível pelas lentes teóricas convocadas, apercebi-me de que a minha identidade profissional se tem caracterizado como processo continuado de construção, baseado em três fatores promotores, facilitadores, que foram comuns aos trêsmomentos selecionados: o trabalho com os outros, a supervisão (essencialmente entendida no conceito horizontal/colaborativo) e a disponibilidade para aprender. O que que aqui se apresenta não é uma história linear, mas três momentos significativos e formadores de um percurso profissional estruturado em fases. É o resultado da interação dinâmica entre narração e reflexão, num olhar em perspetiva evolutiva. Na última parte, dá-se igualmente conta de perspetivas presente-futuro.The methodology used to write this report is inscribed in the pattern of qualitative investigation, favouring interpretation as a means to produce meaning. It is a process of reflection grounded on two axes: - Identification of formative moments; - reinterpretation of these moments so as to foster meaning. In the process of trying to understand with whom and how I have developed my professional self, knowledge and know-how, I ended up 'discovering the meaning of the profession and myself as a teacher.' Simultaneously narrator and investigator, endowed with an interpreting ability made possible by theoretical lenses, I realized that my professional identity is characterized as a continuous process of development, based on three structuring factors, which were common to the three selected moments: working with others, supervision (essentially understood in its horizontal / collaborative concept) and the drive to learn. What I present here is not a linear story, but three significant and formative moments from a professional journey structured in phases. It is the result of a dynamic interaction between narration and reflection, in an evolutionary perspective. In the last part, an account of present-future prospects is also conveyed

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