A inclusão de alunos surdos em agrupamentos sem escolas de referência para a educação bilingue

Este estudo, de natureza qualitativa e de tipo exploratório e descritivo, visa conhecer como se organizam os Agrupamentos sem Escolas de Referência para Educação Bilingue, de forma a dar resposta às necessidades educativas especiais (NEE) dos alunos surdos do 1.º Ciclo do Ensino Básico. Utilizámos a entrevista semi-directiva, de forma a: i) conhecer as percepções dos vários agentes educativos sobre a inclusão dos alunos surdos em turmas regulares do 1º CEB; ii) identificar as formas de adequação curricular mais utilizada para alunos surdos em turmas inclusivas; iii) caracterizar as necessidades dos Agrupamentos sem Escolas de Referência para Educação Bilingue para dar resposta às Necessidades Educativas Especiais dos alunos surdos. Foram entrevistados 10 docentes com diferentes funções no ensino: 2 directores de agrupamento, 3 professores de educação especial, 2 coordenadores de grupo de educação especial, 2 professores titulares e 1 coordenador de conselho de docentes. O cruzamento dos dados resultantes das entrevistas aos professores com diferentes funções nos Agrupamentos sem Escolas de Referência permitiu-nos conhecer as concepções dos profissionais sobre a inclusão em termos gerais e das crianças surdas em particular. Foi-nos possível concluir que os agentes educativos revelam alguma ansiedade profissional relativamente à inclusão dos alunos surdos em turmas regulares, demonstrando uma particular atenção à necessidade de obterem formação específica na área. Relacionam grande parte das limitações sentidas na adequação de respostas para alunos surdos com a precariedade de recursos, quer humanos, quer materiais. Os profissionais equacionam ainda o problema do atendimento a alunos surdos em regiões em que estes são em número reduzido, não justificando a criação de uma Escola de Referência para a Educação Bilingue e reflectem sobre as condições necessárias para que os Agrupamentos que não possuem essas Escolas possam dar uma resposta educativa satisfatória aos alunos surdos

O currículo e as necessidades educativas especiais : práticas de adequação curricular no terceiro ciclo

A responsabilidade da construção de uma escola para todos deve ser o grande objectivo de todo e qualquer professor, criando espaços de reflexão conjunta no sentido de serem traçados projectos curriculares diferenciados que dêem resposta a todos os alunos na sua diversidade plural. Assim, a concepção e construção da escola inclusiva implicam mudanças, quer nas atitudes e práticas dos agentes educativos, quer nas estruturas do sistema de ensino ao nível organizacional e da gestão curricular. Neste âmbito, a adequação do currículo às necessidades educativas especiais (NEE) dos alunos torna-se essencial na (re)construção e operacionalização dos diferentes processos curriculares. O trabalho que agora se apresenta foi desenvolvido através de um estudo de caso. Constitui uma tentativa de compreensão das percepções dos professores e das práticas pedagógicas que desenvolvem para efectuar adequações curriculares para alunos com NEE. Centrámo-nos nos professores de um conselho de turma do sétimo ano do terceiro ciclo do ensino básico (3º CEB) que inclui uma aluna com NEE, procurando saber o que pensam sobre o processo de adequação curricular, como o concebem e como o implementam. Como metodologia de recolha dos dados utilizamos as técnicas da entrevista, da análise documental e da observação naturalista. Concluímos que, apesar das dificuldades que expressam e demonstram, os professores assumem a necessidade de implementar adequações curriculares face às NEE dos alunos, como resposta às diferenças e particularidades de cada um, tendo em vista o desenvolvimento de competências essenciais e a conclusão da escolaridade obrigatória. As Adequações Curriculares são percepcionadas como muito vantajosas do ponto de vista da promoção do sucesso educativo para todos os alunos e em particular para os alunos com NEE, proporcionando a estes, acompanhar o currículo mais próximo do que é normal, sentirem-se como “iguais” aos seus colegas, melhorar a sua auto-estima, auto-confiança e motivação ABSTRACT The responsibility of building a school for all must be the ultimate goal of any teacher, creating spaces for joint reflection in order to draw differentiated curricular projects which respond to all students in their plural diversity. Thus, the design and construction of the inclusive school involve changes both in attitudes and practices of the educational agents, and in the structures of the education system regarding the organization and the curriculum management. In this context, the adequacy of the curriculum to students’ special educational needs (SEN) becomes essential in the (re) construction and operationalization of the different curriculum processes. The work now presented was developed through a case study. It attempts to understand the perceptions of teachers and the pedagogical practices they develop to make curricular adjustments for students with SEN. We focused on the teachers of a seventh year class of the third cycle of basic education (3rd CBE) which includes a pupil, a girl, with SEN, trying to find out what they think about the process of adapting the curriculum, how they conceive and implement it. As a methodology of data collection we used different techniques: the interview, the documentary analysis and the naturalistic observation. We concluded that, despite the difficulties that teachers express and demonstrate they assume the need to implement curricular adjustments in relation to pupils with SEN in response to the differences and particularities of each one in order to develop core competencies and to complete compulsory schooling. The Curriculum Adequacies are perceived as very advantageous from the standpoint of promoting educational success for all students and particularly for pupils with SEN, providing the latter the possibility of following the curriculum closer than usual, feeling as "equal" to their schoolmates, improving their self-esteem, self- confidence and motivation.

Occupational exposure to aflatoxin (AFB1) in poultry production

Aflatoxin B1 (AFB1) has been recognized to cause cancer in the humans liver. Epidemiological and laboratory evidence also point towards the respiratory system as target for carcinogenesis. Exposure occurs mainly through food chain but inhalation represent an additional route of exposure. Agricultural workers have the greatest risk of occupational exposure due to their exposition to airborne aflatoxin through inhalation of dust.

Fungal contamination of poultries litter: a public health problem

Exposure to certain fungi can cause human illness. Fungi cause adverse human health effects through three specific mechanisms: generation of a harmful immune response (e.g., allergy or hypersensitivity pneumonitis); direct infection by the fungal organism; by toxic-irritant effects from mold byproducts, such as mycotoxins. In Portugal there is an increasingly industry of large facilities that produce whole chickens for domestic consumption and only few investigations have reported on fungal contamination of the poultry litter. The material used for poultry litter is varied but normally can be constitute by: pine shavings; sawdust of eucalyptus; other types of wood; peanut; coffee; sugar cane; straw; hay; grass; paper processed. Litter is one of the most contributive factors to fungal contamination in poultries. Spreading litter is one of the tasks that normally involve higher exposure of the poultry workers to dust, fungi and their metabolites, such as VOC’s and mycotoxins. After being used and removed from poultries, litter is ploughed into agricultural soils, being this practice potentially dangerous for the soil environment, as well for both humans and animals. The goal of this study was to characterize litter’s fungal contamination and also to report the incidence of keratinophilic and toxigenic fungi.

Fungal and microbial volatile organic compounds exposure assessment in a waste sorting plant

In the management of solid waste, pollutants over a wide range are released with different routes of exposure for workers. The potential for synergism among the pollutants raises concerns about potential adverse health effects, and there are still many uncertainties involved in exposure assessment. In this study, conventional (culture-based) and molecular real-time polymerase chain reaction (RTPCR) methodologies were used to assess fungal air contamination in a waste-sorting plant which focused on the presence of three potential pathogenic/toxigenic fungal species: Aspergillus flavus, A. fumigatus, and Stachybotrys chartarum. In addition, microbial volatile organic compounds (MVOC) were measured by photoionization detection. For all analysis, samplings were performed at five different workstations inside the facilities and also outdoors as a reference. Penicillium sp. were the most common species found at all plant locations. Pathogenic/toxigenic species (A. fumigatus and S. chartarum) were detected at two different workstations by RTPCR but not by culture-based techniques. MVOC concentration indoors ranged between 0 and 8.9 ppm (average 5.3 ± 3.16 ppm). Our results illustrated the advantage of combining both conventional and molecular methodologies in fungal exposure assessment. Together with MVOC analyses in indoor air, data obtained allow for a more precise evaluation of potential health risks associated with bioaerosol exposure. Consequently, with this knowledge, strategies may be developed for effective protection of the workers.

Fungal contamination of poultry litter: a public health problem

Although numerous studies have been conducted on microbial contaminants associated with various stages related to poultry and meat products processing, only a few reported on fungal contamination of poultry litter. The goals of this study were to (1) characterize litter fungal contamination and (2) report the incidence of keratinophilic and toxigenic fungi presence. Seven fresh and 14 aged litter samples were collected from 7 poultry farms. In addition, 27 air samples of 25 litters were also collected through impaction method, and after laboratory processing and incubation of collected samples, quantitative colony-forming units (CFU/m3) and qualitative results were obtained. Twelve different fungal species were detected in fresh litter and Penicillium was the most frequent genus found (59.9%), followed by Alternaria (17.8%), Cladosporium (7.1%), and Aspergillus (5.7%). With respect to aged litter, 19 different fungal species were detected, with Penicillium sp. the most frequently isolated (42.3%), followed by Scopulariopsis sp. (38.3%), Trichosporon sp. (8.8%), and Aspergillus sp. (5.5%). A significant positive correlation was found between litter fungal contamination (CFU/g) and air fungal contamination (CFU/m3). Litter fungal quantification and species identification have important implications in the evaluation of potential adverse health risks to exposed workers and animals. Spreading of poultry litter in agricultural fields is a potential public health concern, since keratinophilic (Scopulariopsis and Fusarium genus) as well as toxigenic fungi (Aspergillus, Fusarium, and Penicillium genus) were isolated.

Occupational exposure to aflatoxin (AFB1) in poultry production

Aflatoxin B1 (AFB1) has been recognized to produce cancer in human liver. In addition, epidemiological and laboratory studies demonstrated that the respiratory system was a target for AFB1. Exposure occurs predominantly through the food chain, but inhalation represents an additional route of exposure. The present study aimed to examine AFB1 exposure among poultry workers in Portugal. Blood samples were collected from a total of 31 poultry workers from six poultry farms. In addition, a control group (n = 30) was included comprised of workers who undertook administrative tasks. Measurement of AFB1 in serum was performed by enzyme-linked immunosorbent assay (ELISA). For examining fungi contamination, air samples were collected through an impaction method. Air sampling was obtained in pavilion interior and outside the premises, since this was the place regarded as the reference location. Using molecular methods, toxicogenic strains (aflatoxin-producing) were investigated within the group of species belonging to Aspergillus flavus complex. Eighteen poultry workers (59%) had detectable levels of AFB1 with values ranging from <1 ng/ml to4.23 ng/ml and with a mean value of 2 ± 0.98ng/ml. AFB1 was not detected in the serum sampled from any of the controls. Aspergillus flavus was the fungal species third most frequently found in the indoor air samples analyzed (7.2%) and was the most frequently isolated species in air samples containing only Aspergillus genus (74.5%). The presence of aflatoxigenic strains was only confirmed in outdoor air samples from one of the units, indicating the presence of a source inside the building in at least one case. Data indicate that AFB1 inhalation represents an additional risk in this occupational setting that needs to be recognized, assessed, and prevented.

Exposure to microbial volatile organic compounds in a waste-handling unit

The production of MVOC by fungi has been taken into account especially from the viewpoint of indoor pollution with microorganisms but the relevance of fungal metabolites in working environments has not been sufficiently studied. The purpose of this study was to assess exposure to MVOCs in a waste-handling unit. It was used Multirae equipment (RAE Systems) to measured MVOCs concentration with a 10.6 eV lamps. The measurements were done near workers nose and during the normal activities. All measurements were done continuously and had the duration of 5 minutes at least. It was consider the higher value obtained in each measurement. In addition, for knowing fungi contamination, five air samples of 50 litres were collected through impaction method at 140 L/minute, at one meter tall, on to malt extract agar with the antibiotic chloramphenicol (MEA). MVOCs results range between 4.7 ppm and 8.9 ppm in the 6 locations consider. These results are eight times higher than normally obtained in indoor settings. Considering fungi results, two species were identified in air, being the genera Penicillium found in all the samples in uncountable colonies and Rhizopus only in one sample (40 UFC/m3). These fungi are known as MVOCs producers, namely terpenoids, ketones, alcohols and others. Until now, there has been no evidence that MVOCs are toxicologically relevant, but further epidemiological research is necessary to elucidate their role on human’s health, particularly in occupational settings where microbiological contamination is common. Additionally, further research should concentrate on quantitative analyses of specific MVOCs.

A formação em mediação de conflitos no desenvolvimento profissional dos assistentes operacionais, em escola pública do 1º ciclo do ensino básico

O objetivo da pesquisa pretende verificar se há um contributo da formação em mediação no desenvolvimento de conhecimentos nessa área e na mudança de atitude nos Assistentes Operacionais (AO), face à resolução de conflitos entre alunos. Os recreios das escolas do 1.º Ciclo do Ensino Básico (1.ºCEB) são os locais onde ocorre a quase totalidade dos conflitos entre alunos (Fernández, 2007; Oliveira, 2007; Rosa, 2007). Esses recreios são supervisionados pelos AO, os quais devem ter formação específica em estratégias de resolução de conflitos. A mediação é apontada como a melhor estratégia na abordagem dos conflitos escolares, perspetivando melhoria na convivência escolar e na construção de um clima escolar positivo, propício à eficácia da educação. A estratégia de pesquisa baseia-se num estudo de intervenção com uma amostra de conveniência, simultaneamente qualitativo e quantitativo. Os dados foram recolhidos por questionário, por levantamento dos conhecimentos anteriores e posteriores à formação e por entrevistas aos participantes. No estudo participaram sete AO. Os resultados revelaram que os AO desenvolveram conhecimentos sobre mediação e percecionaram em si mesmos mudanças de atitude face à resolução de conflitos entre alunos. Os resultados ainda revelaram que os AO se sentem desvalorizados no meio escolar, mas motivados na interação com os alunos. Concluiu-se que a formação em mediação de conflitos oferece um contributo significativo no desenvolvimento de conhecimentos sobre mediação e facilita uma mudança de atitude na resolução de conflitos entre alunos. Concluiu-se também que os AO estão conscientes do seu papel educativo e que têm sugestões pertinentes de melhoria.ABSTRAT This research intends to evaluate whether training in mediation contributes for the development of knowledge in this area, and for changes in attitude, when Operational Assistants (OAs) sort out conflicts between students. The playgrounds of the schools of the 1st Cycle of Basic Education (1stCEB) are the places where almost the conflicts between students happen. These playgrounds are supervised by OAs, which must have specific training in conflict resolution strategies. Mediation is considered the best strategy for addressing students’ conflicts in order to improve school coexistence and positive climate, conducive to the effectiveness of education. The research strategy is based on an intervention study with a convenience sample, both qualitative and quantitative. Data was collected by questionnaire, assessment of knowledge before and after training and final interviews. The participants were 7 OAs. The results revealed the development of knowledge about mediation, who perceives themselves as changing attitudes towards conflicts resolution between students. The results also revealed that the OAs feel devalued, but motivated when interacting to students. Training in conflict mediation offers a significant contribution in the development of knowledge about mediation and facilitates a change of attitude in sorting out conflicts between students. It was also concluded that the OAs are aware of their educational role and have relevant suggestions for improvement.

Diferenciação curricular para a inclusão de alunos com necessidade educativas especiais no 1º Ciclo do Ensino Básico

Um dos grandes desafios da atualidade reside em construir uma escola inclusiva para todos, respeitando as diferenças entre os alunos e procurando dar resposta a todas as suas necessidades educativas, através do acesso igualitário a uma educação de qualidade, no sentido de uma preparação para a vida social e profissional ao longo da vida. Desta forma, é necessária uma mudança não só na maneira de pensar como também nas práticas dos agentes educativos, no sentido de adequarem o currículo às necessidades educativas especiais dos alunos. O presente estudo constitui, pois, uma tentativa de conhecer não apenas as conceções dos professores do 1º Ciclo do Ensino Básico sobre a inclusão e as adaptações curriculares para alunos com NEE, mas também as práticas curriculares que desenvolvem quando têm estes alunos nas suas turmas. O trabalho desenvolveu-se através de um estudo de caso, incidindo sobre 6 professores do 1º CEB e respetivas turmas com alunos com NEE incluídos. Como metodologia de recolha de dados utilizámos as técnicas da entrevista, da análise documental e da observação naturalista em contexto de sala de aula. Articulando os resultados das entrevistas com os das observações em sala de aula, podemos concluir que, para que a escola seja efetivamente inclusiva, não basta que os professores adotem este conceito. Algumas das maiores dificuldades que se colocaram aos professores foram a gestão do tempo e a adequação de estratégias no atendimento a todos os alunos, o que decorre da forma de organização do ensino, uma vez que os professores continuam a percecionar o seu papel como transmissores de conteúdos e executores de programas, apostando num ensino unilateral e homogéneo. No entanto, foi possível também verificar algumas formas de diferenciação pedagógica, sobretudo através da adequação da estrutura dos trabalhos individuais, do apoio individualizado do professor aos alunos com mais dificuldades ou da tutoria interpares e da realização de diferentes atividades consoante as necessidades específicas de cada aluno.- ABSTRACT One of today´s main challenges lies on building an inclusive school for everyone, respecting students’ differences, giving an answer to their educational needs through equal access to qualified education, preparing them to their professional future and social life. Consequently, a change is necessary, not only in the way of thinking but also in the practices of the educational agents, to adequate the curriculum to the special educational students’ needs. The present study is an attempt to understand not only the conceptions of the elementary school teachers about the inclusion and the curricular adjustments for students with special educational needs, but also the curricular practices they develop when those students are included in their classes. This work was developed through a study case focused on six elementary school teachers and their respective classes with students with special educational needs included. The data collection methods used were interview techniques, documental analysis and context observation in classroom. Articulating the interview results with the classroom observations we can conclude that for a school to be effectively inclusive, the adoption of those conceptions are not enough. Some of the major difficulties that appear to the teachers were time management and adequate strategies on attending all students, which follows from their teaching organization, since teachers are still carrying their role as pure contents transmitters and programs implementers, investing in a unilateral and homogeneous education. However, it was also possible to ascertain some pedagogical differentiation strategies, mainly through individual work adaptation, direct and individualized teacher’s support to students with more difficulties or by peer tutoring as well as carrying out different activities depending on the specific needs of each student.

Conceções e práticas dos professores de língua portuguesa em relação ao ensino e à aprendizagem da gramática: um estudo exploratório no 2.º ciclo do ensino básico

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção do grau de Mestre em Didática da Língua Portuguesa no 1.º e no 2.º Ciclos.

Teatro no 1º ciclo do ensino básico: relação entre formação dos professores e práticas pedagógicas

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ciências da Educação, especialidade em Educação Artística -Teatro na Educação

Diferenciação curricular para a inclusão de alunos com necessidades educativas especiais no 1º ciclo do Ensino Básico

Um dos grandes desafios da atualidade reside em construir uma escola inclusiva para todos, respeitando as diferenças entre os alunos e procurando dar resposta a todas as suas necessidades educativas, através do acesso igualitário a uma educação de qualidade, no sentido de uma preparação para a vida social e profissional ao longo da vida. Desta forma, é necessária uma mudança não só na maneira de pensar como também nas práticas dos agentes educativos, no sentido de adequarem o currículo às necessidades educativas especiais dos alunos. O presente estudo constitui, pois, uma tentativa de conhecer não apenas as conceções dos professores do 1º Ciclo do Ensino Básico sobre a inclusão e as adaptações curriculares para alunos com NEE, mas também as práticas curriculares que desenvolvem quando têm estes alunos nas suas turmas. O trabalho desenvolveu-se através de um estudo de caso, incidindo sobre 6 professores do 1º CEB e respetivas turmas com alunos com NEE incluídos. Como metodologia de recolha de dados utilizámos as técnicas da entrevista, da análise documental e da observação naturalista em contexto de sala de aula. Articulando os resultados das entrevistas com os das observações em sala de aula, podemos concluir que, para que a escola seja efetivamente inclusiva, não basta que os professores adotem este conceito. Algumas das maiores dificuldades que se colocaram aos professores foram a gestão do tempo e a adequação de estratégias no atendimento a todos os alunos, o que decorre da forma de organização do ensino, uma vez que os professores continuam a percecionar o seu papel como transmissores de conteúdos e executores de programas, apostando num ensino unilateral e homogéneo. No entanto, foi possível também verificar algumas formas de diferenciação pedagógica, sobretudo através da adequação da estrutura dos trabalhos individuais, do apoio individualizado do professor aos alunos com mais dificuldades ou da tutoria interpares e da realização de diferentes atividades consoante as necessidades específicas de cada aluno.

O desenvolvimento profissional docente: a função supervisiva do coordenador de ano do 1º ciclo

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ciências da Educação, especialidade de Supervisão em Educação

Accessing indoor fungal contamination using conventional and molecular methods in Portuguese poultries

Epidemiological studies showed increased prevalence of respiratory symptoms and adverse changes in pulmonary function parameters in poultry workers, corroborating the increased exposure to risk factors, such as fungal load and their metabolites. This study aimed to determine the occupational exposure threat due to fungal contamination caused by the toxigenic isolates belonging to the complex of the species of Aspergillus flavus and also isolates fromAspergillus fumigatus species complex. The study was carried out in seven Portuguese poultries, using cultural and molecularmethodologies. For conventional/cultural methods, air, surfaces, and litter samples were collected by impaction method using the Millipore Air Sampler. For the molecular analysis, air samples were collected by impinger method using the Coriolis μ air sampler. After DNA extraction, samples were analyzed by real-time PCR using specific primers and probes for toxigenic strains of the Aspergillus flavus complex and for detection of isolates from Aspergillus fumigatus complex. Through conventional methods, and among the Aspergillus genus, different prevalences were detected regarding the presence of Aspergillus flavus and Aspergillus fumigatus species complexes, namely: 74.5 versus 1.0% in the air samples, 24.0 versus 16.0% in the surfaces, 0 versus 32.6% in new litter, and 9.9 versus 15.9%in used litter. Through molecular biology, we were able to detect the presence of aflatoxigenic strains in pavilions in which Aspergillus flavus did not grow in culture. Aspergillus fumigatus was only found in one indoor air sample by conventional methods. Using molecular methodologies, however, Aspergillus fumigatus complex was detected in seven indoor samples from three different poultry units. The characterization of fungal contamination caused by Aspergillus flavus and Aspergillus fumigatus raises the concern of occupational threat not only due to the detected fungal load but also because of the toxigenic potential of these species.