A organização do espaço: o seu impacto na aprendizagem das crianças

Relatório da Prática Profissional Supervisionada Mestrado em Educação Pré-Escolar

A influência do acompanhamento em suporte digital na motivação dos alunos de saxofone: relatório de estágio

I (Prática pedagógica)- Esta secção do Relatório de Estágio pretende apresentar elementos referentes ao Estágio do Ensino Especializado da Música no ensino do saxofone, efectuado na Escola de Música Luís António Maldonado Rodrigues, no ano lectivo 2012/2013. Neste estágio foram envolvidos e analisados três alunos, em níveis distintos de desenvolvimento, mas com orientações semelhantes no que respeita à organização do trabalho. Para cada aluno foram realizados trinta planos de aula, uma planificação anual e três gravações vídeo/áudio em contexto de sala de aula, permitindo uma análise e reflexão mais profunda do trabalho docente. A secção é composta pela caracterização da escola onde se realizou o estágio, através da sua contextualização/funcionamento, dos seus espaços e equipamentos, recursos humanos existentes e organização pedagógica. Posteriormente é efectuada a caracterização dos três alunos envolvidos no estágio, baseada na experiência docente e nos conhecimentos fornecidos pelas Unidades Curriculares do Mestrado em Ensino da Música. Seguidamente descrevem-se as práticas lectivas desenvolvidas ao longo do ano lectivo por parte do docente, incorporando linhas orientadoras da docência aplicadas na prática pedagógica. É feita uma análise crítica da actividade docente no âmbito do estágio do Ensino Especializado da Música, e, por último, uma conclusão desta primeira secção. .

Professions and inter-disciplinary teamwork in socially embedded bureaucracies: Synthesis and hypotheses on the impact of informal and formal organization

In order to maximize their productivity, inter-disciplinary multi-occupation teams of professionals need to maximize inter-occupational cooperation in team decision making. Cooperation, however, is challenged by status anxiety over organizational careers and identity politics among team members who differ by ethnicity-race, gender, religion, nativity, citizenship status, etc. The purpose of this paper is to develop hypotheses about how informal and formal features of bureaucracy influence the level of inter-occupation cooperation achieved by socially diverse, multi-occupation work teams of professionals in bureaucratic work organizations. The 18 hypotheses, which are developed with the heuristic empirical case of National Science Foundation-sponsored university school partnerships in math and science curriculum innovation in the United States, culminate in the argument that cooperation can be realized as a synthesis of tensions between informal and formal features of bureaucracy in the form of participatory, high performance work systems.

Management Structure and Work Team Processes; Responsibilities and Responsiveness

This paper explores the management structure of the team-based organization. First it provides a theoretical model of structures and processes of work teams. The structure determines the team’s responsibilities in terms of authority and expertise about specific regulation tasks. The responsiveness of teams to these responsibilities are the processes of teamwork, in terms of three dimensions, indicating to what extent teams indeed use the space provided to them. The research question that this paper addresses is to what extent the position of responsibilities in the team-based organization affect team responsiveness. This is done by two hypotheses. First, the effect of the so-called proximity of regulation tasks is tested. It is expected that the responsibility for tasks positioned higher in the organization (i.e. further from the team) generally has a negative effect on team responsiveness, whereas tasks positioned lower in the organization (i.e. closer to the team) will have a positive effect on the way in which teams respond. Second, the relationship between the number of tasks for which the team is responsible with team responsiveness is tested. Theory suggests that teams being responsible for a larger number of tasks perform better, i.e. show higher responsiveness. These hypotheses are tested by a study of 109 production teams in the automotive industry. The results show that, as the theory predicts, increasing numbers of responsibilities have positive effects on team responsiveness. However, the delegation of expertise to teams seems to be the most important predictor of responsiveness. Also, not all regulation tasks show to have effects on team responsiveness. Most tasks do not show to have any significant effect at all. A number of tasks affects team responsiveness positively, when their responsibility is positioned lower in the organization, but also a number of tasks affects team responsiveness positively when located higher in the organization, i.e. further from the teams in the production. The results indicate that more attention can be paid to the distribution of responsibilities, in particular expertise, to teams. Indeed delegating more expertise improve team responsiveness, however some tasks might be located better at higher organizational levels, indicating that there are limitations to what responsibilities teams can handle.

Virtual laboratory for educational environments

In this paper a new simulation environment for a virtual laboratory to educational proposes is presented. The Logisim platform was adopted as the base digital simulation tool, since it has a modular implementation in Java. All the hardware devices used in the laboratory course was designed as components accessible by the simulation tool, and integrated as a library. Moreover, this new library allows the user to access an external interface. This work was motivated by the needed to achieve better learning times on co-design projects, based on hardware and software implementations, and to reduce the laboratory time, decreasing the operational costs of engineer teaching. Furthermore, the use of virtual laboratories in educational environments allows the students to perform functional tests, before they went to a real laboratory. Moreover, these functional tests allow to speed-up the learning when a problem based approach methodology is considered. © 2014 IEEE.

Advances and challenges in oral health after a decade of the “Smiling Brazil” Program

ABSTRACT OBJECTIVE To analyze oral health work changes in primary health care after Brazil’s National Oral Health Policy Guidelines were released. METHODS A literature review was conducted on Medline, LILACS, Embase, SciELO, Biblioteca Virtual em Saúde, and The Cochrane Library databases, from 2000 to 2013, on elements to analyze work changes. The descriptors used included: primary health care, family health care, work, health care policy, oral health care services, dentistry, oral health, and Brazil. Thirty-two studies were selected and analyzed, with a predominance of qualitative studies from the Northeast region with workers, especially dentists, focusing on completeness and quality of care. RESULTS Observed advances focused on educational and permanent education actions; on welcoming, bonding, and accountability. The main challenges were related to completeness; extension and improvement of care; integrated teamwork; working conditions; planning, monitoring, and evaluation of actions; stimulating people’s participation and social control; and intersectorial actions. CONCLUSIONS Despite the new regulatory environment, there are very few changes in oral health work. Professionals tend to reproduce the dominant biomedical model. Continuing efforts will be required in work management, training, and permanent education fields. Among the possibilities are the increased engagement of managers and professionals in a process to understand work dynamics and training in the perspective of building significant changes for local realities.

A criança invisual é tão apta à aprendizagem como as restantes

Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção do grau de mestre em Ensino do 1.º e 2.º Ciclo do Ensino Básico

Envolvimento parental na ação educativa escolar

Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º e 2.º Ciclo do Ensino Básico

Telescola um método de ensino

Mestrado em Educação Matemática na Educação Pré – Escolar e nos 1.º e 2.º Ciclos do Ensino Básico

Desenvolver o conhecimento sintático explícito no 1.º ciclo do ensino básico

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Didática da Língua Portuguesa

A view of Teresa Ambrósio's work and life (1936-2007)

Proceedings of the 4th international conference Hands - on Science - Development, Diversity and Inclusion in Science Education, 109-115

Plano de Negócio para a aplicação mobile Nutri Consult

Trabalho de projeto apresentado à Escola Superior de Comunicação Social como parte dos requisitos para obtenção de grau de mestre em Publicidade e Marketing.

Finding a school technological partner: a multicriteria method for school information system producer selection

The choice of an information systems is a critical factor of success in an organization's performance, since, by involving multiple decision-makers, with often conflicting objectives, several alternatives with aggressive marketing, makes it particularly complex by the scope of a consensus. The main objective of this work is to make the analysis and selection of a information system to support the school management, pedagogical and administrative components, using a multicriteria decision aid system – MMASSITI – Multicriteria Method- ology to Support the Selection of Information Systems/Information Technologies – integrates a multicriteria model that seeks to provide a systematic approach in the process of choice of Information Systems, able to produce sustained recommendations concerning the decision scope. Its application to a case study has identi- fied the relevant factors in the selection process of school educational and management information system and get a solution that allows the decision maker’ to compare the quality of the various alternatives.

The impact of firm-promoted accreditation of prior learning processes on the worker-organization relationship

The process of Competences Recognition, Validation and Certification , also known as Accreditation of Prior Learning (APL), is an innovative means of attaining school certificates for individuals without an academic background. The main objective of this process is to validate what people have learned in informal contexts, in order to attribute academic certificates. With the increasing interest of the qualification of workers and governmental support, more and more Portuguese organizations promote this process within their facilities and their work hours. This study explores the relationship between the promotion of this Human Resource Development Programme and employee’s attitudes (Job Satisfaction and Organizational Commitment) and behaviours (Extra-role Organizational Citizenship Behaviours) towards the organization they work for. Results of a cross-sectional survey of Portuguese Industrial Workers (N=135) showed that statistical significant results are in the higher levels of Voice Behaviours (a dimension of Extra-role Organizational Citizenship Behaviour in the groups of workers who were involved or had graduated from the firm promoted APL process.

Autoavaliação das organizações escolares: articulação da equipa de autoavaliação com as lideranças intermédias

O presente trabalho de projeto resulta de um estudo na área da Avaliação Institucional, realizado num agrupamento de escolas com educação pré-escolar e ensinos básico e secundário. O objetivo principal relacionou-se com a construção de um Plano de Ação, que promova o desenvolvimento de uma cultura de avaliação, procurando envolver todos os ‘atores’ educativos no processo de mudança e melhoria do agrupamento, com principal incidência na articulação da Equipa de Autoavaliação do Agrupamento, com as Lideranças Intermédias, de forma a implementar o processo de Autoavaliação do Agrupamento. A avaliação das escolas deve basear-se em dispositivos simples e exequíveis e nesse sentido é importante que a avaliação respeite critérios de pertinência, de coerência, de eficácia, de eficiência e de oportunidade. As Equipas de Autoavaliação, em articulação com as Lideranças Intermédias, assumem cada vez mais importância, nas organizações escolares, podendo ser potenciadoras da melhoria da eficácia e eficiência das organizações escolares. Um dos instrumentos de recolha de dados foi o inquérito por questionário, aplicado a 89 professores e educadores, que representam 51,2 % dos docentes do agrupamento em estudo. Outro instrumento de recolha de dados foi o focus group, constituído por 11 professores, dos departamentos curriculares existentes no agrupamento. Os resultados mostraram que o processo de autoavaliação é já uma prática comum no agrupamento, com uma certa consolidação. No entanto, ao nível da estrutura que lidera, apesar de integrar representantes de toda a comunidade educativa, ainda se verifica uma participação muito centrada nos docentes. Esta estrutura deve tornar-se mais abrangente, de forma a permitir a incorporação de outros pontos de vista. Os resultados mostraram ainda, diferentes tipos de abordagem aos assuntos relacionados com a autoavaliação, nos distintos departamentos curriculares. O incentivo das Lideranças Intermédias e a sua implicação na tarefa de motivar os professores para a participação no processo, a articulação com a Equipa de Autoavaliação e a comunicação serão determinantes para a melhoria da eficácia e eficiência da organização. No plano de ação, é apresentado um conjunto de propostas, que pretendem colmatar estas debilidades.