El uso aristotélico de variables en lógica y sus supuestos ontológicos

A logical reading on Aristotle’s Organon discovers some inconsistencies in the text which have to be solved by reducing them to metaphysical decisions of the author, if they are not just identified as deficiencies in the exposition that should be corrected. The present article tries to display a line of reading paying attention to those so-called inconsistencies, in an attempt to understand them as specific steps in Aristotle’s research. In order to this goal it focuses on the exposition procedure of the Aristotelian figures: the use of variables, whose introduction by Aristotle has been celebrated all over logical tradition. An analysis of the distinctive and internal features in this procedure will allow us to link Aristotle’s logos research and the “being qua being” investigation, and to determine also –though in a negative way– the connection between this reading and the logical-traditional one on Aristotle’s Organon.

A avaliação do impacto da formação : um estudo exploratório na Força Aérea

Tese de mestrado, Ciências da Educação (Avaliação em Educação), Universidade de Lisboa, Instituto de Educação, 2010

Traços de personalidade, estados emocionais e condução : um estudo comparativo entre condutores de ambos os sexos

Tese de doutoramento, Ciências e Tecnologias da Saúde (Desenvolvimento Humano e Social), Universidade de Lisboa, Faculdade de Medicina, 2014

Student’s Engagement in School: Conceptualization and relations with Personal Variables and Academic Performance

This article reviews the literature regarding Student’s Engagement in School (SES), its relationship with personal variables, as well as with academic performance. Although SES’ conceptualization may vary across studies, there is general agreement concerning the multidimensional nature of this construct, encompassing three dimensions – cognitive, affective and behavioural. It is seen as an antecedent of several required outcomes, at academic level, but also as a valorous construct itself, both as mediator and product. More particularly, this concept has been the focus of debate concerning academic success and school dropout. There can also be found a significant number of studies which suggest that personal (self-efficacy, self-concept), as well as contextual (peers, school, family) factors are related with school engagement; additionally, the lack of engagement is linked with low academic performance, behavioural problems and school dropout. Thus, Student’s Engagement in School is perceived as a potentially effective response to the problems affecting schools and their students, and an aspect to be considered in preventing problematic patterns related to scholary contexts.

Indícios de sobredotação e criatividade na criança : perceções de educadores do pré-escolar no Brasil e em Portugal

Tese de doutoramento, Educação (Psicologia da Educação), Universidade de Lisboa, Instituto de Educação, 2015

Influence of environmental variables on the predatory sucess of the iberian wolf in the north of Portugal

Tese de mestrado em Biologia da Conservação, apresentada à Universidade de Lisboa, através da Faculdade de Ciências, 2016