Estudo sobre as representações sociais face à deficiência em contexto escolar

A descriminação e a ausência de igualdade de oportunidades no acesso a direitos fundamentais inscritos na constituição portuguesa continuam a ser para as pessoas com deficiência um tema bastante actual e uma das preocupações nucleares de todos aqueles que directa ou indirectamente se interessam por estas questões. O acesso a educação e ao emprego, ainda que incentivado por políticas sociais inclusivas, continua a ser extremamente dificultado pela existência de barreiras, com configurações diversas, mas quase sempre organizadas em torno de representações acerca da deficiência pouco coerentes e coincidentes com o entendimento actual deste fenómeno. O trabalho por nós realizado teve como objectivo contribuir para o estudo das representações sociais relativamente à deficiência em Portugal, perspectivada a análise a partir dos agentes educativos do agrupamento de escolas do distrito de Viana do Castelo, uma das zonas do país com maior número de pessoas com deficiência, de acordo com o Censo de 2001. O inquérito por questionário de auto-administração realizado a uma amostra de 56 agentes educativos foi concordante com muitas das crenças e estereótipos face às pessoas com deficiência encontrados em estudos similares, nomeadamente no que reporta às atitudes negativas de pena e de culpa e à visualização da pessoa com deficiência como incapaz e pouco autónoma. Esta situação sugere a necessidade de se continuar a desenvolver estudos de caracterização destes traços em diferentes micro-culturas, no sentido de se desenvolverem estratégias personalizadas que permitam a sua remissão e o desmantelar das barreiras ainda existentes para a inclusão destes cidadãos na sociedade.

A perspetiva dos terapeutas ocupacionais sobre os seu trabalho enquanto elemento da equipa escolar

Atualmente, as escolas regem o seu funcionamento de acordo com o paradigma inclusivo, uma vez que a legislação em vigor assim o indica. A mudança entre o paradigma segregador (em que a crianças com problemáticas diversas eram ensinadas separadamente) para o paradigma inclusivo (em que todas as crianças deveriam usufruir de uma educação igualitária) surgiu decorrente das progressivas mudanças a nível social que vieram encorajar a aceitação da diferença e o reconhecimento da diversidade (Correia M. , 2008). Consequentemente, os serviços e apoios prestados pelas equipas escolares também sofreram alterações, passando a considerar cada criança como um individuo com necessidades únicas, às quais o contexto deve proporcionar um ensino igualitário e de qualidade (Pape, Ryba, & Case-Smith, 2004; Jenkinson, Hyde, & Ahmad, 2008). Nestas equipas escolares, encontra-se presente como elemento ativo, o terapeuta ocupacional. Assim, o presente estudo pretende conhecer a perspetiva dos terapeutas ocupacionais a trabalhar nas equipas escolares em contexto inclusivo quanto às experiências de colaboração com a equipa que intervém com a criança. Esteve na sua base uma metodologia qualitativa, em que amostra é constituída por cinco terapeutas ocupacionais, a trabalhar em escolas e jardins-de-infância contemplando a zona norte do país. Foi utilizado o método de amostragem estratégica, de forma a contemplar várias realidades. Como instrumento de recolha de dados foi utilizada a entrevista semiestruturada, com posterior análise de conteúdo para interpretação e discussão dos dados obtidos. Os principais resultados indicam que os terapeutas descrevem o seu papel com base na passagem de estratégias e promoção da autonomia. Reconhecem, ainda, vários benefícios decorrentes do trabalho em equipa de forma colaborativa. Contudo, relatam as experiências de colaboração, maioritariamente pela negativa, tendo por base as barreiras e desafios que encontram para efetivar este processo. Deixam, também, sugestões de aspetos a melhorar, embora não contemplem todas as barreiras/desafios sentidos na colaboração com a restante equipa escolar.

Information and communication technologies in education – a web-based intelligent tutoring system on teaching and learning electrical project

Electrical activity is extremely broad and distinct, requiring by one hand, a deep knowledge on rules, regulations, materials, equipments, technical solutions and technologies and assistance in several areas, as electrical equipment, telecommunications, security and efficiency and rational use of energy, on the other hand, also requires other skills, depending on the specific projects to be implemented, being this knowledge a characteristic that belongs to the professionals with relevant experience, in terms of complexity and specific projects that were made.

Clinical Education - a fundamental curricular unit for all health practitioners

Clinical education is recognized as being crucial for the training of health professionals. This subject is debated amongst teachers, students and professionals. Besides the clinical and research skills, we look for other competencies such as oratory, creative thinking or leadership. We present the results of a study with 4th graders. It’s a exploratory study; the main purpose was to evaluate the outcomes of a unit of clinical education prepared according a new set of competencies and methodologies. The competencies were seen as valuable. Organization, leading or supporting a colleague, rethinking a program to serve client and family are equally important.

Peculiarities of the professional education and qualification appraisal of assistants of pharmacists in Lithuania

Following the alterations and additions to the pharmaceutical law of Lithuanian Republic the pharmaceutical activity in Lithuanian pharmacies is carried out by pharmacy specialists – pharmacists and pharmacy assistants (pharmacy technicians). The ability of pharmacy specialists to adapt, to improve and to develop their competencies is one of the success preconditions for Lithuanian health care pharmacy sector. Work aim: to investigate the changes among the specialists employed in pharmacies and pharmacy sector as well as to highlight the necessity to develop the qualification of pharmacy assistants (pharmacy technicians) according to the modern pharmaceutical legal basis in Lithuania. In 2008–2011 the research in Lithuanian pharmacy sector was performed which identified the changes in the numbers of pharmacies and their staff: the number of pharmacies decreased, while the number of pharmacists increased and the number of the assistants of pharmacists (pharmacy technicians) decreased. The decrease in the number of the assistants of pharmacists (pharmacy technicians) and the danger of their extinction in the future has been identified. The qualification appraisal for pharmacy assistants (pharmacy technicians) is implemented through the leveling studies at the Pharmacy technique department at the Health care faculty of Kauno Kolegija University of applied sciences and pharmacy study programme at the faculty of Pharmacy of Medical Academy at Lithuanian University of Health Sciences. 75 % of respondents use their own money to pay for the qualification appraisal, and 25 % of respondents get financial support for the qualification appraisal activities from the pharmacy managers.

Corporate brand identity in higher education: a relational perspective

Identity is traditionally defined as an emission concept (Kapferer, 2008). Yet, some research points out that there are external factors that that can influence it (Kennedy, 1975; Markwick e Fill, 1997; Balmer e Gray, 2000). This subject is even more interesting if one considers corporate brands. According to Aaker (2004) the number, the power and the credibility of corporate associations are bigger in the case corporate brands. Literature recognizes the influence of relationships between companies in identity management (Hakansson and Snehota, 1989, 1995; Hakansson and Ford, 2002). Yet, given the increasingly important role of corporate brands, it is surprising that to date no attempt to evaluate that influence has been made in corporate brand´s identity management and reputation. Also Keller and Lehman (2006) highlight relationships and costumer experience as two areas requiring more investigation. The authors argue that corporate brand´s identity can be developed under a relational perspective using relationships with other recognised brands in order to generate positive reputations in stakeholders. Based in relationship and corporate brand identity management, a framework is developed to identify how corporate brands select, develop and invest in relationships with other brands. The context of the proposed relationship concept is the services area (Dwyer et al, 1987; Moorman et al, 1992; Rauyruen et al, 2005 and Hennig-Thurau and Klee, 1997). An empirical qualitative research is designed using two reputational technological higher education institutions (two corporate brands) acting in Portuguese public higher education market.

An adaptive educational system for higher education

The main objective of an Adaptive System is to adequate its relation with the user (content presentation, navigation, interface, etc.) according to a predefined but updatable model of the user that reflects his objectives, preferences, knowledge and competences [Brusilovsky, 2001], [De Bra, 2004]. For Educational Adaptive Systems, the emphasis is placed on the student knowledge in the domain application and learning style, to allow him to reach the learning objectives proposed for his training [Chepegin, 2004]. In Educational AHS, the User Model (UM), or Student Model, has increased relevance: when the student reaches the objectives of the course, the system must be able to readapt, for example, to his knowledge [Brusilovsky, 2001]. Learning Styles are understood as something that intent to define models of how given person learns. Generally it is understood that each person has a Learning Style different and preferred with the objective of achieving better results. Some case studies have proposed that teachers should assess the learning styles of their students and adapt their classroom and methods to best fit each student's learning style [Kolb, 2005], [Martins, 2008]. The learning process must take into consideration the individual cognitive and emotional parts of the student. In summary each Student is unique so the Student personal progress must be monitored and teaching shoul not be not generalized and repetitive [Jonassen, 1991], [Martins, 2008]. The aim of this paper is to present an Educational Adaptive Hypermedia Tool based on Progressive Assessment.

Perspetivas dos profissinais e dos pais de crianças com incapacidades sobre autodeterminação

Mestrado em Educação Especial: Multideficiência e Problemas de Cognição

Private cloud computing platforms. Analysis and implementation in a Higher Education Institution

The constant evolution of the Internet and its increasing use and subsequent entailing to private and public activities, resulting in a strong impact on their survival, originates an emerging technology. Through cloud computing, it is possible to abstract users from the lower layers to the business, focusing only on what is most important to manage and with the advantage of being able to grow (or degrades) resources as needed. The paradigm of cloud arises from the necessity of optimization of IT resources evolving in an emergent and rapidly expanding and technology. In this regard, after a study of the most common cloud platforms and the tactic of the current implementation of the technologies applied at the Institute of Biomedical Sciences of Abel Salazar and Faculty of Pharmacy of Oporto University a proposed evolution is suggested in order adorn certain requirements in the context of cloud computing.

Constructing and Using Multimodal Narratives to Research in Science Education: Contributions Based on Practical Classroom

This study deals with the problem of how to collect genuine and useful data about science classroom practices, and preserving the complex and holistic nature of teaching and learning. Additionally, we were looking for an instrument that would allow comparability and verifiability for teaching and research purposes. Given the multimodality of teaching and learning processes, we developed the multimodal narrative (MN), which describes what happens during a task and incorporates data such as examples of students’ work.

Relatório de estágio em Educação Pré-Escolar

Mestrado em Educação Pré-Escolar

Relatório de estágio de Qualificação Profissional

Mestrado em Educação Pré-Escolar