Contribuição para um estudo sobre a utilização das metas de aprendizagem ; na escola e no trabalho dos professores

RESUMO:As Metas de Aprendizagem (MA) surgem em 2009 como o culminar de várias reformas curriculares, feitas avulsamente e com pouca articulação entre si. Sendo facultativas até 2013, este seria o momento ideal indagar se os professores de Educação Física as conhecem, o que pensam sobre elas, como as integram no seu planeamento individual / de grupo, o que se constitui como objectivo do estudo. Sendo um instrumento de Desenvolvimento Curricular multifacetado, apoiámo-nos numa Literatura que, para além de uma breve contextualização histórica, abordasse três áreas nucleares: as próprias Metas de Aprendizagem, o Planeamento e a Avaliação. Para concretizar os objectivos, foi testado e aplicado um questionário a 45 indivíduos, distribuído aleatoriamente, e cujas respostas foram sujeitas a tratamento estatístico. Não sendo uma amostra representativa, logo, impassível de extrapolação, obtiveram-se as seguintes conclusões: a maioria dos professores conhece e concorda com o documento; a maioria dos 33 indivíduos que conheciam as MA, revelou uma posição crítica muito positiva referindo como vantagens o apoio ao currículo e a uniformização do ensino, afirmou usar as MA no seu planeamento individual / grupo e manifestou-se unanimemente satisfeito com a sua aplicação. Os discordantes focam-se mais em questões de princípio do que na organização do documento.ABSTRACT: The Learning Methods (LM), arise in 2009 as the culmination of several curricular reforms, made piecemeal, with little coordination between them. Optional until 2013, this would be the ideal time to investigate whether the physical education teachers know them, what they think about them, as part of their planning in individual / group, which is the objective of the study. Being a multi-faceted tool for Curriculum Development, we support a literature that, apart from a brief historical background, addresses three core areas: their own Learning Methods, planning and evaluation. To achieve the objectives, it was tested and applied a questionnaire to 45 randomly selected individuals, and the answers were subjected to statistical analysis. Not being a representative sample, so impassive extrapolation, we obtained the following conclusions: most teachers know and agree with the document; most of the 33 individuals who knew the LM revealed a critical position as a very positive advantages referring to the curriculum and support standardization of education, said to use the LM in their planning individual / group and is unanimously expressed satisfaction with their application. The discordant focus more on issues of principle than in the organization of the document.

O Binómio «Esquerda/Direita» no Portugal pós-25 de Abril

A esquerda e a direita estão, passados 35 anos, diferentes do que eram, mas iguais na clivagem que as distingue. PCP e CDS/PP alargaram até o grau de polarização, PS e PSD tornaram-se amiúde irmãos siameses que o eleitorado premeia ou penaliza ciclicamente, mas aos quais concede, desde 1975, o seu voto de confiança. na verdade, desde então o PCP está sozinho à esquerda e o CDS/PP à direita, aguardando sempre que um dos partidos chamados a formar governo (PS ou PSD) necessite de uma coligação.

A orientação homossexual e as investigações acerca da existência de componentes biológicos e genéticos determinantes; The homosexual orientation and investigations about the existence of components biological and genetics determinants

The male and female homosexual orientation has substantial prevalence in humans and can be explained by determinants of various levels: biological, genetic, psychological, social and cultural. However, the biological and genetic evidence have been the main hypotheses tested in scientific research in the world. This article aims to review research studies about the existence of genetic and biological evidence that determine homosexual orientation. Was conducted a review of the literature, using the database MedLine/PubMed and Google scholar. The papers and books were searched in Portuguese and English, using the following keywords: sexual orientation, sexual behavior, homosexuality, developmental Biology and genetics. Was selected papers of the last 22 years. Were found five main theories about the biological components: (1) fraternal birth order, (2) brain androgenization and 2D:4D ratio; (3) brain activation by pheromones; and (4) epigenetic inheritance; and four theories about the genetic components: (1) genetic polymorphism; (2) pattern of X-linked inheritance; (3) monozygotic twins; and (4) sexual antagonistic selection. Concluded that there were many scientific evidence found over time to explain some of biological and genetic components of homosexuality, especially in males. However, today, there is no definitive explanation about what are the determinants of homosexual orientation components.

Fifty Years After Angicos : Paulo Freire, Popular Education and the Struggle for a Better World that is Possible

The main thesis of this paper is that Freire’s original experience in Angicos anticipated a grand design for social transformation of educational systems. As such it brought together two key concepts that formulated the basis of his educational system: popular culture as an counter-hegemonic project and popular education, more particularly what was later called citizen schools or public popular education as keystone of his new educational system. I use the term Paulo Freire System to show that his original attempts were not only to challenge pedagogical the prevailing banking education system that was so pervasive in Brazil and Latin American at the time. In challenging the hegemony of banking education, its narrative, theoretical foundations, epistemology and methodology, Freire and his team sought to create a new system that could replace the old one. They saw banking education not only as obsolete in terms of modernization of systems but also oppressive in gnoseological, epistemological and political terms. In the conclusion of this paper I will discuss the twins obsessions of Freire, already present in the Angicos experience and that will stay with him throughout his life: the relationship between democracy, citizenship and education, and education as a postcolonial ethical act of social transformation. I would like to emphasize therefore that the Paulo Freire system, as conceived in the Angicos experience and its aftermath was a much larger and comprehensive system that originally considered, even by his critics.