Relatório de estágio

O presente relatório de qualificação profissional, como requisito (parcial) para obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, é o reflexo dos saberes e competências profissionais adquiridas pelas experiências vividas durante a prática pedagógica supervisionada, desenvolvida em dois contextos de estágio: Educação Pré- Escolar e 1.º Ciclo do Ensino Básico. Ao longo desta formação inicial a mestranda adquiriu saberes científicos, pedagógicos, didáticos, culturais e de investigação que lhe possibilitaram o desenvolvimento de práticas sustentadas. A interação entre os saberes teóricos mobilizados e a reflexão sobre a prática, possibilitaram a construção de um quadro teórico próprio, com visão e pensamento pessoal, permitindo à futura profissional de educação melhorar e transformar a prática educativa, agindo nos contextos de forma adequada, visando a inclusão e equidade. Através da adoção de uma postura crítica, reflexiva e indagadora, apoiada nos processos da metodologia de investigação-ação – observação, planificação, ação, reflexão e avaliação – a mestranda desenvolveu a práxis de forma cíclica e articulada. Com efeito, a mestranda procurou desenvolver práticas que promovessem aprendizagens significativas e efetivas para as diferentes crianças e que lhes permitissem ser construtoras ativas do seu próprio conhecimento, numa perspetiva holística da educação e do desenvolvimento da criança, encarando-a como centro do processo de ensino e aprendizagem. Em conformidade, os estágios desenvolvidos em ambos os contextos permitiram a construção de um perfil generalista, através do desenvolvimento de competências marcadas por uma (re)construção pessoal e profissional, auxiliadas por processos colaborativos e reflexivos.

The role of Lifelong Learning in the creation of a knowledge-based society for Europe: european policies

Link do editor: http://www.igi-global.com/chapter/role-lifelong-learning-creation-european/13314

Virtual Communities of Practice: Design and Development of Support Platforms and Participation Fostering

Mestrado em Engenharia Informática - Área de Especialização em Sistemas Gráficos e Multimédia

Building a knowledge and learning society in Portugal: adult students in technological schools and higher education institutions

Lifelong learning (LLL) has received increasing attention in recent years. It implies that learning should take place at all stages of the “life cycle and it should be life-wide, that is embedded in all life contexts from the school to the work place, the home and the community” (Green, 2002, p.613). The ‘learning society’, is the vision of a society where there are recognized opportunities for learning for every person, wherever they are and however old they happen to be. Globalization and the rise of new information technologies are some of the driving forces that cause depreciation of specialised competences. This happens very quickly in terms of economic value; consequently, workers of all skills levels, during their working life, must have the opportunity to update “their technical skills and enhance general skills to keep pace with continuous technological change and new job requirements” (Fahr, 2005, p. 75). It is in this context that LLL tops the policy agenda of international bodies, national governments and non-governmental organizations, in the field of education and training, to justify the need for LLL opportunities for the population as they face contemporary employability challenges. It is in this context that the requirement and interest to analyse the behaviour patterns of adult learners has developed over the last few years

The development of the N1 and N2 components in auditory oddball paradigms: a systematic review with narrative analysis and suggested normative values

Auditory event-related potentials (AERPs) are widely used in diverse fields of today’s neuroscience, concerning auditory processing, speech perception, language acquisition, neurodevelopment, attention and cognition in normal aging, gender, developmental, neurologic and psychiatric disorders. However, its transposition to clinical practice has remained minimal. Mainly due to scarce literature on normative data across age, wide spectrumof results, variety of auditory stimuli used and to different neuropsychological meanings of AERPs components between authors. One of the most prominent AERP components studied in last decades was N1, which reflects auditory detection and discrimination. Subsequently, N2 indicates attention allocation and phonological analysis. The simultaneous analysis of N1 and N2 elicited by feasible novelty experimental paradigms, such as auditory oddball, seems an objective method to assess central auditory processing. The aim of this systematic review was to bring forward normative values for auditory oddball N1 and N2 components across age. EBSCO, PubMed, Web of Knowledge and Google Scholarwere systematically searched for studies that elicited N1 and/or N2 by auditory oddball paradigm. A total of 2,764 papers were initially identified in the database, of which 19 resulted from hand search and additional references, between 1988 and 2013, last 25 years. A final total of 68 studiesmet the eligibility criteria with a total of 2,406 participants from control groups for N1 (age range 6.6–85 years; mean 34.42) and 1,507 for N2 (age range 9–85 years; mean 36.13). Polynomial regression analysis revealed thatN1latency decreases with aging at Fz and Cz,N1 amplitude at Cz decreases from childhood to adolescence and stabilizes after 30–40 years and at Fz the decrement finishes by 60 years and highly increases after this age. Regarding N2, latency did not covary with age but amplitude showed a significant decrement for both Cz and Fz. Results suggested reliable normative values for Cz and Fz electrode locations; however, changes in brain development and components topography over age should be considered in clinical practice.

Factors of repatriates’ turnover: literature review

One of the important challenges for multinational organisations is to increase the ability to retain their repatriates. The literature review shows high turnover rates amongst repatriates in the first two years following return from the international assignment. This paper discusses organisation’s (in)ability to retain its repatriates. A diversity of predictable factors of repatriates’ turnover is identified, including factors related to the job, the organisation, qualification, career development, personality, social context and the market. The paper analysis organisational support practices designed to increase the power of retention and decrease the turnover. We concluded that research about retention versus turnover of repatriates is scarce, mainly regarding the role a formal repatriation and retention programme in facilitating the retention of these employees with acquired international knowledge and skills, that is, the role that organisational factors play in voluntary turnover decisions. Further research is suggested at the end of the article.