Relatório da prática de ensino supervisionada em ensino de artes visuais no 3º ciclo do ensino básico e secundário realizada nas Escola Secundária Gabriel Pereira e Escola Básica 2, 3 André de Resende : A ideia no desenho, diferentes desenhos no ensino das artes visuais

O presente trabalho, onde foi desenvolvido o tema “A Ideia no Desenho, Diferentes Desenhos no Ensino das Artes Visuais”; foi elaborado no âmbito da Prática de Ensino Supervisionada do Mestrado em Ensino de Artes Visuais no 3º ciclo do Ensino Básico e no Ensino Secundário, pretende dar a conhecer os aspetos inerentes à Prática de Ensino Supervisionada desenvolvida no ano letivo de 2011/2012 na Escola Secundária Gabriel Pereira e Escola Básica André de Resende. O relatório integra a preparação científica, pedagógica e didática; caraterização do concelho de Évora; caraterização do contexto educativo, planificação, condução de aulas, avaliação de aprendizagens e conclui com a análise da prática de ensino e desenvolvimento profissional. Possui ainda dois apêndices finais com informação citada e evidências significativas das atividades desenvolvidas na escola. /ABSTRACT:The present work in which we develop a theme "The Idea in Drawing, Different Drawings in Visual Art Education"; was prepared to achieve de Master Degree on Teaching of the Visual Arts in the 3rd Cycle of Basic and Secondary Education, and it is focused in the teaching supervised practice developed at the Escola Secundária Gabriel Pereira and Escola Básica André de Resende Schools, during the academic year of 2011/2012. The report includes scientific, educational and didactical preparation; characterization of the municipality of Évora; school planning, conducted lessons and learning evaluation; and concludes with teaching analysis and professional development. It also includes two final appendices with quoted information and significant evidence of the schooling activities. NOTA: em virtude de esta Tese conter apêndices de formatos diversos e incompatíveis para a introdução no repositório, só poderão ser consultados na Biblioteca Geral da Universidade de Évora.

From illiteracy to literacy in adult- hood: A microlongitudinal study

Little is known about literacy acquisition in adults. Yet, our former studies suggest that the majority of the changes induced by literacy in children also occur in adulthood. Based on this observation as well as on what we know from developmental studies on reading acquisition, we designed an intensive literacy course in which each difficulty (either phono- logical or visual) of the alphabetic code is introduced in turn in lessons dedicated to overcoming it. We applied this course for 3 1∕2 months to 9 adult Portuguese illiterates. They were tested five times: two before starting the course (pre-tests), two during the course, and just after they completed the course. We tracked their evolution in reading and writing, metaphonology, memory for spoken nonwords, speech in noise perception, and visual abilities, including mirror-image discrimination. Most participants learned to read and write and showed associated enhancements in several domains, in particular in phonological skills.