A utilização da tecnologia na sala de aula como instrumento de visualização e algebrização dos objetos matemáticos

No presente relatório da Prática de Ensino Supervisionada são referidas opções de ensino, procedimentos e reações dos alunos ao processo de ensino. É dada uma grande ênfase ao ambiente de aprendizagem baseado na tecnologia e suportado por uma comunidade de aprendizagem, que tem lugar na própria sala de aula ou na sala de informática. A tecnologia é assumida como um recurso constante na maior parte das aulas através do recurso a tarefas escolhidas intencionalmente tendo em vista a possibilidade de introdução da tecnologia na sua resolução. Esta implementação assumiu várias formas, tais como a exploração de calculadoras, a manipulação do GeoGebra ou simplesmente através da apresentação de ficheiros acabados, o que constitui uma forma de obter uma boa visualização dos objetos matemáticos. A aplicação dos recursos tecnológicos foi progressivamente tornada mais intensiva, atingindo o seu culminar no Projeto de Estágio, designação atribuída a duas aulas concebidas explicitamente para a exploração da temática: “Estabelecimento de um Paralelismo entre a Geometria Tridimensional Dinâmica e as Funções”; Abstract: The Use of Technology in the Classroom as an Instrument of Visualization and Algebrization of the Mathematical Objects In this paper we refer to teaching options, procedures, and to students’ reactions to the teaching processes. We give a lot of reinforcement in the learning environment based on technology and supported by a community of learners, which take place in their own classroom or in the Informatics Class. Technology is assumed as a constant resource in most part of the classes through the intentional tasks’ choosing taking into account the possibility of technology introduction in their resolution. This implementation has assumed several forms, like calculators’ exploration, GeoGebra manipulation or simply by presenting finished files, which is a way of getting a great visualization of mathematical objects. The technological resources’ application turned itself progressively more intensive, presenting its center point on Practice Project, name who was gave to two classes conceived explicitly for the thematic exploration: “The establishment of a parallelism between Dynamic Tridimensional Geometry and the Functions”.

Prática de ensino supervisionada em educação pré-escolar e 1º ciclo do ensino básico: ensinar para aprender - gerindo a heterogeneidade, o currículo e rumando à diferenciação pedagógica

O presente relatório surge no âmbito do Mestrado em Educação Pré-escolar e Ensino do 1º Ciclo do Ensino Básico e visa a obtenção do grau de mestre nos níveis de escolaridade referidos. Neste descrevo o projeto de investigação-ação desenvolvido nos contextos da Prática de Ensino Supervisionado (PES) em Educação Pré-escolar e 1º Ciclo do Ensino Básico (CEB). A investigação-ação realizada visava, sobretudo, ajudar-me a compreender quais as condições que deveria reunir de modo a responder de forma adequada às necessidades das crianças e a perceber como poderia melhorar a minha ação e intervenção promovendo aprendizagens significativas e de qualidade, salientando que o propósito não era fornecer o mesmo a todas as crianças, mas sim, a cada uma aquilo de que necessitava. A minha aposta na Diferenciação Pedagógica e numa gestão flexível do currículo surge orientada pelo princípio do direito de todos à aprendizagem e como resposta intencional à heterogeneidade dos grupos de crianças que frequentam atualmente as instituições. Assim, de modo a atingir os objetivos propostos, planeei algumas sugestões de interação que permitiam a utilização de estratégias diversificadas e a observação das crianças durante a utilização das mesmas. A metodologia utilizada contemplou uma pesquisa bibliográfica com base em vários referenciais teóricos e a recolha e análise de dados. Esta investigação possibilitou constatar que a Diferenciação Pedagógica subjacente às propostas apresentadas proporciona o desenvolvimento das crianças tanto a nível social como cognitivo; ABSTRACT: The present report reflects the research develop in the context of the Master Degree in Preschool Education and Teaching of the Primary School at University of Évora, and aims to obtain the degree of master in the levels mention above. This research was held in two different contexts, the first one in a pre-school classroom, and later in a classroom of fourth year of Primary School. The research performed aimed mainly to help me to understand what conditions must be gathered in order to respond appropriately to children's needs and to see how it could improve my actions and intervention by promoting meaningful and quality learnings, stressing that the purpose was not to provide the same for all children, but to each one what they needed. My bet on Pedagogical Differentiation and a flexible management of the curriculum comes to the principle of the right of all to learning and as an intentional response to the heterogeneity of the groups of children who currently attend institutions. Thus, in order to achieve the proposed objectives, I planned some suggestions for interacting with groups of children’s which allowed me to use multiple strategies and to do observation of the individuals while they were being applied. The methodology included a literature search based on various theoretical frameworks and data collection and the respective analysis. This research led us to confirm that the proposals based on pedagogical differentiation provide children's development both socially and cognitive and it is essential to ensure it since the earliest years of school, in order to build a rich differentiated pedagogical action and to promote learning for all students in pre-school and 1st cycle contexts by using diverse strategies.

Prática de ensino supervisionada em educação pré-escolar: promoção de sustentabilidade em educação de infância

O presente relatório da Prática de Ensino Supervisionada (PES) visa descrever e explicitar o trabalho desenvolvido no âmbito das Unidades Curriculares Prática de Ensino Supervisionada em Creche e em Jardim-de-Infância do Mestrado em Educação Pré-escolar da Universidade de Évora, com o objetivo de promover a sustentabilidade ambiental, económica, cultural e social, nestes dois contextos. Tendo como ponto de partida o interesse pessoal pela temática que considero fundamental ser promovida e trabalhada precocemente (em creche e jardim de infância), com vista ao desenvolvimento de uma literacia ambiental, acresceu a constatação de práticas de sustentabilidade ambiental, económica cultural e social pouco consolidadas na instituição onde decorreu a PES. O recurso à escala ERS-SDEC, num processo de investigação ação, onde a análise, reflexão e avaliação conduziu a um planeamento intencional e a uma ação educativa que envolveu crianças, famílias, equipa educativa e comunidade, promovendo aprendizagens e produzindo mudanças ao nível da adoção de hábitos e práticas mais sustentáveis. Foram essenciais para a concretização dos objetivos da PES, a inscrição da instituição no Programa Eco Escolas, os princípios pedagógicos do Movimento da Escola Moderna e as Orientações Curriculares para a Educação Pré-escolar; ABSTRACT: This report of Supervised Teaching Practice (STP) aims to describe and explain the work carried out within the framework of the courses Supervised Teaching Practice in Creche and Preschool of the Masters degree in Preschool Education of the University of Évora, in order to promote environmental, economic, cultural and social sustainability in these two contexts. The starting point was my personal interest on the theme, which I consider fundamental promoting early on (in creche and Preschool), to develop an environmental literacy, as well as the realization that environmental sustainability practices were poorly consolidated in the institution where I developed the STP. The use of the ERS-SDEC scale, in a process of research-action, where the analysis, reflection and evaluation led to an intentional planning and an educational activity involving children, families, educational staff and community, promoting learning, changing habits and developing more sustainable practices. It was essential the enrollment in the Eco-Schools Program, the adoption of the pedagogic principles of the Modern School Movement and of the Portuguese Curricular Guidelines for Preschool Education.

Metamorfoses: identidades e papéis de género. Um estudo com Transhomens

Este estudo, de carácter exploratório, tem o objetivo de perceber como se processam as (re)aprendizagens dos vários papéis de género em transhomens, atendendo aos processos de adaptação ao nível social, comportamental e da perceção de si na (re)construção da identidade. Para a concretização deste trabalho, recorreu-se à recolha de informação, através de uma estratégia metodológica qualitativa e utilizou-se um questionário analisado através do método de análise de conteúdo, segundo Laurence Bardin (1979). Participaram neste estudo 20 transhomens (pessoas cujo sexo designado no registo de nascimento foi feminino, mas que se identificam com o género masculino). As principais conclusões sugerem que existem mudanças ao nível dos sentimentos, perceção de si, comportamentos, identidade de género e relação com o corpo que resultam do processo de redesignação sexual. Verifica-se que as aprendizagens e pressões para a conformidade aos estereótipos de género resultam por vezes em comportamentos intencionais na construção das feminilidades e masculinidades. Verifica-se também a consciencialização destas intencionalidades, bem como uma progressiva libertação desses comportamentos e dos constrangimentos a eles associados, o que resulta numa apropriação e autoidentificação de si mais liberta, consequentemente de uma vida mais feliz. Esperamos com este trabalho contribuir para o conhecimento e visibilidade das identidades trans, em específico dos transhomens, na tentativa de desconstrução de estereótipos sociais; Metamorphoses: Identity and Gender Roles. A Study with Transmen Abstract: This study of exploratory nature aims to understand the process of (re)learning the various gender roles in transmen, in relation to the social and behavioural processes of adaptation and self-perception in the (re)construction of identity.To do this work, we gathered information, outlined a qualitative methodological strategy and used a survey using the content analysis method according to Laurence Bardin (1979). 20 transmen participated in this study (people whose sex assigned at birth registration was female but identify with the masculine gender). The main findings suggest that there are changes in the level of feelings, self-perception, behaviour and relation with the body that result from sex reassignment process. It appears that the learning and pressures for conformity to gender stereotypes sometimes result in intentional conduct compliance in the construction of femininity and masculinity before and after the sex reassignment process. You can also verify the awareness of these intentions, as well as a gradual release of these behaviours and constraints associated with them, which results an appropriation and self-identification of himself more free, thus a happier life. We expect this work to contribute to the knowledge and visibility of the trans people, in particular the transmen in an attempt to deconstruct social stereotypes.

Avaliação do potencial de desenvolvimento em meninos e meninas dos 4 aos 6 anos

Todos nós, educadores, devemos prestar uma atenção aprofundada às potencialidades e inclinações das crianças que constituem os nossos grupos, para que possamos estimular e desenvolver as suas competências. É nesse sentido que desenvolvemos este Estudo Exploratório, com o qual se pretende analisar a adaptação da avaliação de potencial derivada da Teoria das Inteligência Múltiplas ao contexto da Educação Pré-Escolar, com o objectivo de contribuir para a qualidade da intervenção educativa, articulando conceitos como Inteligência, Competência, Potencial, Currículo, Avaliação Dinâmica. Participam no estudo 42 crianças que frequentam Jardim de Infância e integram dois grupos heterogéneos e as respectivas educadoras. A metodologia é de natureza qualitativa e quantitativa, apoiando-se na aplicação dos seguintes instrumentos: modelo de avaliação de potencial baseado no Spectrum; Inventário de Quociente Emocional, versão para crianças e jovens (Bar-On Emocional Quotient Inventory: Youth Version), adaptado a educadores por Candeias e Monteiro (2010); questionário de Caracterização do ambiente educativo - Sala de Actividades, adaptado por Candeias e lglésias (2010); Teste de Avaliação de Habilidades Cognitivas de Solução de Problemas lnterpessoais (EVHACOSPI). Os resultados obtidos sugerem a importância de uma avaliação do potencial, baseada na Teoria das Inteligências Múltiplas, que utiliza instrumentos adequados a cada um dos domínios do potencial e da competência humana propostos por H. Gardner: verbal, Lógico-Matemática, Musical, Corporal-Cinestésica, Visuo-espacial, lnterpessoal, Intrapessoal e Naturalista. Apontam também para o papel que este tipo de avaliação pode desempenhar na intervenção educativa que se objectiva intencional e fundamentada. ABSTRACT: Ali of us, educators, must pay a special attention to the potentialities and inclinations of children who make up our groups, so enabling the stimulation and development of their competences. ln this sense we developed this Exploratory Study, through which is intended to analyse the adaptation of potential evaluation derived from the Theory of Multiple intelligences in the range of Pre-School Education, aiming at the contribution for the educative intervention: articulating concepts such as Intelligence, Competence Potential, Curriculum, and Dynamic Evaluation. The study involves 42 children attending Infant School, belonging to two heterogeneous groups and respective educators. Methodology is of qualitative and quantitative nature, supported by the following instruments: evaluation model based on Spectrum; Inventory of Emotional Quotient, version for children and youths, adapted to educators by Candeias e Monteiro (2010), Query of Characterization of Educative Environment - Activities Room, adapted by Candeias e lglésias (2010); Test for Evaluation of Cognitive Abilities of Interpersonal Problems Solution. (EVHACOSPI). The results suggest the importance of an assessment, based on the Theory of Multiple Intelligence, which uses instruments fitted to each of the domains of human potential and competence proposed by H. Gardiner: Verbal, Logical-Maths, Musical, Corporal¬ Kinaesthetic, Visuo-Spatial, Interpersonal, Intrapersonal and Naturalist. They also refer to the role that this type of assessment can play in the educational intervention aiming to be intentional and grounded.

The role of anglers' perceptions and habits in biological invasions: perspectives from the Iberian Peninsula

Anglers are a recognized vector for invasive fauna, with both intentional and accidental introductions reported worldwide. * The purpose of this study was to investigate the Iberian freshwater angler's habits and perceptions related to biological invasions, using an international and bilingual survey in Spain and Portugal. * The results showed that anglers from both countries cover great distances to fish, and that they commonly visit several places and fish during consecutive days, representing a major risk for invasions. Yet, anglers' activity patterns throughout the year are not constant: the summer months involve more intense activity and, hence, entail higher risk. * In both countries, the preferred fish species were invasive, and their introductions were reported more often than native species, with motivations being country-dependent. * The use of live bait was not frequent, but sometimes invasive species were used and the release of unused bait in the water was reported very frequently. * Most anglers recognize that introductions have environmental impacts and that anglers have an active role in intentional introductions. However, only a minority is aware of the angler's role in accidental transportation of invasive species. * These findings on anglers' behaviour patterns and perceptions may be used to model invasion risks and also improve monitoring and awareness programmes led by government agencies.

The role of angler’s perceptions and habits in biological invasions: Perspectives from Iberian Peninsula

1. Anglers are a recognized vector for invasive fauna, with both intentional and accidental introductions reported worldwide. 2. The purpose of this study 2. The purpose of this study was to investigate the Iberian freshwater angler’s habits and perceptions related to biological invasions, using an international and bilingual survey in Spain and Portugal. 3. The results showed that anglers from both countries cover great distances to fish, and that they commonly visit several places and fish during consecutive days, representing a major risk for invasions. Yet, anglers’ activity patterns throughout the year are not constant: the summer months involve more intense activity and, hence, entail higher risk. 4. In both countries, the preferred fish species were invasive, and their introductions were reported more often than native species, with motivations being country-dependent. 5. The use of live bait was not frequent, but sometimes invasive species were used and the release of unused bait in the water was reported very frequently. 6. Most anglers recognize that introductions have environmental impacts and that anglers have an active role in intentional introductions. However, only a minority is aware of the angler’s role in accidental transportation of invasive species. 7. These findings on anglers’ behaviour patterns and perceptions may be used to model invasion risks and also improve monitoring and awareness programmes led by government agencies.

DOMESTIC VIOLENCE IN PERSPECTIVE OF WOMEN WHO LIVED IT

Introduction: Knowing the experience of abuse, contextual determinants that led to the rupture of the situation and attempts to build a more harmonious future, it is essential to work sensitivities and better understand victims of domestic violence. Objectives: To understand the suffering of women victims of violence. Methods: This is an intentional sample of 21 women who were at shelter home or in the community. The data were collected by in- Documento descargado de http://www.elsevier.es el 13-10-2016 3rd World Congress of Health Research 21 terviews, guided by a script organized into four themes. The interviews were conducted with audio record, the permission of the participants were fully passed the text and analyzed as two different corpuses, depending on the context in which they occurred. The analysis was conducted using the ALCESTE computer program. The study obtained a favorable opinion of the Committee on Health and Welfare of the University of Évora. Results: From the irst sample analysis emerged ive classes. The association of the words gave the meaning of each class that we have appointed as Class 1 - Precipitating Events; Class 2 - Experience of abuse; Class 3 - Two feet in the present and looking into the future; Class 4 - The present and learning from the experience of abuse; and Class 5 - Violence in general. From the analysis of the sample in the community four classes emerged that we have appointed as Class 1 - Violence in general; Class 2 - Precipitating Events; Class 3 - abuse of experience; and class 4 - Support in the process. Conclusions: Women who are at shelter home have this experience of violence and its entire context a lot are very focused on their experiences and the future is distant and unclear. Women in the community have a more comprehensive view of the phenomenon of violence as a whole, they can decentralize to their personal experiences and recognize the importance of support in the future construction process.

The Worldhood of the Cinematic Image

A close analysis of the specifically cinematographic procedure in Akira Kurosawa’s ‘Dream’ Crows reveals it as an articulated and insightful philosophical statement, endowed with general relevance concerning ‘natural’ perception, phenomenological Erlebnis, mechanical image and aesthetic rapture. The antagonism between the Benjaminian lineage of a mechanical irreducibility of the cinematic image to anthropocentric categories, and the Cartesian tradition of a film-philosophy still relying on the equally irreducible structure of the intentional act, be it the one of a deeply embodied and enworlded counsciousness, in accounting for the essential structure of film and spectator (and their relation), i.e., the antagonism between the decentering primacy of the image and the self-centered primacy of perception, cannot be settled through a simple Phenomenological shift from occularcentric, intentional counsciousness to its embodyment ‘in-the-world’ as yet another carrier of intentionality. Still it remains to be explained what is it in the mechanical image that is able to so deeply affect the human flesh, and conversely, to what features in the human bodily experience is its mechanical other, the fascinating image, so successfuly adressing? It should be expected from the anti-Cartesianism of both the early and the late Merleau-Ponty the textual support for an approach to the essential condition of passivity in movie watching, that would be convergent with Benjamin. The Chapter ‘Le sentir’, in Phénoménologie de la perception, will offer us the proper guide to elucidate what we are already perceiving and conceiving in Kurosawa’s film, where the ex-static phenomenological body of the aesthetical contemplator ‘enters the frame’ like the Benjaminian surgeon enters the body and like the painter - and always already like our deepest level of ‘sensing’, previously to any act of cousciousness - ‘just looses himself in the scene before him’. The Polichinello secret of cinema watching is nonetheless too evident to be seen, and that is where Phenomenological description and reduction are still required.