Concepções e práticas de avaliação das aprendizagens na educação pré-escolar

Esta dissertação teve como problemática as conceções e as práticas de avaliação das aprendizagens, que três educadoras de infância da cidade de Évora utilizam para avaliar as crianças, segundo o modelo ou as orientações curriculares que seguem. Privilegiámos uma investigação de natureza qualitativa, utilizando como estratégia de investigação o estudo de casos e como técnicas de recolha e tratamento de dados a observação, análise documental, inquérito por entrevista e análise de conteúdo. Para desenvolver este estudo, realizámos pesquisa bibliográfica sobre a avaliação das aprendizagens em geral e segundo os modelos curriculares do Movimento da Escola Moderna e o High-Scope e as Orientações Curriculares para a Educação Pré-Escolar. Constatámos que o referencial teórico da ação educativa influencia as conceções e as práticas de avaliação das aprendizagens que as educadoras utilizam. Também verificámos alguns constrangimentos na avaliação, nomeadamente o tamanho do grupo de crianças. /ABSTRACT: This thesis had as problematic the conceptions and assessment practices of learning that three nursery teachers in the city of Évora use to assess children, according to the model or the curriculum guidelines according to the work. We gave importance to a research of a qualitative nature, using as strategy research the study of cases and as techniques for collecting and processing data the observation, document analysis, enquiry through interview and analysis of the content. To develop this study, we conducted bibliographic research about the assessment of learning in general and according the curricular models of the Movement of Modem School, High-Scope and Guidelines for the Pre-School education. We found that the theoretical framework of educational action influences educational concepts and practice of learning assessment that educators use. We have also seen some constraints in the assessment, including the size of the group of children.

Implementation and Validation of a Self-Consumption Maximization Energy Management Strategy in a Vanadium Redox Flow BIPV Demonstrator

This paper presents the results of the implementation of a self-consumption maximization strategy tested in a real-scale Vanadium Redox Flow Battery (VRFB) (5 kW, 60 kWh) and Building Integrated Photovoltaics (BIPV) demonstrator (6.74 kWp). The tested energy management strategy aims to maximize the consumption of energy generated by a BIPV system through the usage of a battery. Whenever possible, the residual load is either stored in the battery to be used later or is supplied by the energy stored previously. The strategy was tested over seven days in a real-scale VRF battery to assess the validity of this battery to implement BIPV-focused energy management strategies. The results show that it was possible to obtain a self-consumption ratio of 100.0%, and that 75.6% of the energy consumed was provided by PV power. The VRFB was able to perform the strategy, although it was noticed that the available power (either to charge or discharge) varied with the state of charge.