Relatório de estágio de qualificação profissional

Relatório EPE - Relatório de estágio em Educação Pré-Escolar: O presente Relatório de Estágio de Qualificação Profissional situa-se no contexto de Educação Pré-Escolar, tendo como propósito revelar o que foi sendo realizado no Centro Social da Paróquia Nossa Senhora da Ajuda ao longo de quatro meses em contexto de creche. A prática educativa sustentou-se num quadro teórico-concetual de referência, com vista à construção de saberes para a Educação de Infância, pelo compromisso e responsabilização progressiva da ação docente, tendo sido encarado como um momento de singular importância. O contexto de formação assumiu-se, portanto, como um lugar privilegiado de articulação entre teoria e prática, onde o processo de ensino e aprendizagem ficou pautado por intencionalidades educativas com vista ao desenvolvimento integral de cada criança, bem como para a construção de saberes e competências profissionais. No âmbito da investigação-ação e associada à observação, à planificação, à avaliação e à ação propriamente dita, esteve sempre presente a comunicação e a articulação, pois são estas etapas interligadas que revelam a intencionalidade do processo educativo que carateriza a intervenção profissional do educador. A reflexão evidenciou-se também fulcral, pois só mediante uma reflexão na ação e sobre a ação é possível uma introspeção pessoal, despoletando uma compreensão mais sustentada da ação, facilitando a tomada de decisões conscientes. Salienta-se, ainda, a importância de uma formação profissional ao longo da vida, de modo a potenciar o desenvolvimento de uma atitude perante a Educação cada vez mais crítica, indagadora e reflexiva, em prol do desenvolvimento de cada criança.

Prática de ensino supervisionada em pré-escolar e ensino do 1.º ciclo do ensino básico: educação literária : a literatura para a infância e as expressões artísticas

O presente Relatório de Estágio de Prática de Ensino Supervisionada em Educação Pré-escolar e 1.º Ciclo do Ensino Básico foi realizado no âmbito do Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico, da Universidade de Évora, tendo por base as unidades curriculares de Prática de Ensino Supervisionada em Educação Pré-escolar e em 1.º Ciclo do Ensino Básico. Ao longo das respetivas práticas foi desenvolvido o tema Educação Literária: A Literatura para a infância e as expressões artísticas, assente na metodologia da investigação-ação e teve como principal objetivo promover nas crianças a educação literária e a sua relação com as expressões artísticas. Deste modo, este documento encontra-se organizado em cinco capítulos: o primeiro capítulo inclui todo o enquadramento conceptual que suporta a temática investigada; o segundo capítulo refere-se à conceção da ação educativa em Pré-escolar e 1.º Ciclo do Ensino Básico; o terceiro capítulo considera a metodologia utilizada na investigação-ação; o quarto capítulo remete para a intervenção nos respetivos contextos; o quinto capítulo diz respeito ao trabalho de projeto de cariz literário, desenvolvido em ambos os contextos; concluindo com as respetivas considerações finais; Report of Supervised Teaching Practice in Pre-school Education and the 1st Cycle of Primary Education: Literacy Education- Children’s Literature and Artistic Expressions Abstract: This Internship Report of Supervised Teaching Practice in Pre-school Education and the 1st Cycle of Primary Education was carried out within the framework of the Master's Degree in Pre-school Education and the 1st Cycle of Primary Education, at the University of Évora, based on the courses units of Supervised Teaching Practice in Pre-school Education and the 1st Cycle of Primary Education During the respective practices it was developed the theme of Literary Education: Children's literature and the artistic expressions, based on the research-action methodology and had as a main objective the promotion of literary education in children and their relationship with the artistic expressions. Thus far, this document is organized into five chapters: the first chapter includes all the conceptual framework that supports the thematic investigated; the second chapter refers to the conception of educational activity in Pre-school Education and the 1st Cycle of Primary Education; the third chapter considers the methodology used in the research-action; the fourth chapter refers to the intervention in the respective contexts; the fifth chapter concerns the work project of literary nature , developed in both contexts; concluding with the final considerations.

Using GeoGebra to study complex functions

The aim of this workshop to present some of the strategies studied to use GeoGebra in the analysis of complex functions. The proposed tasks focus on complex analysis topics target for students of the 1st year of higher education, which can be easily adapted to pre-university students. In the first part of this workshop we will illustrate how to use the two graphical windows of GeoGebra to represent complex functions of complex variable. The second part will present the use of the dynamic color Geogebra in order to obtain Coloring domains that correspond to the graphic representation of complex functions. Finally, we will use the threedimensional graphics window in GeoGebra to study the component functions of a complex function. During the workshop will be provided scripts orientation of the different tasks proposed to be held on computers with Geogebra version 5.0 or high.

Estratégias para aprender ortografia: O caso da regra contextual nasalização diante de p e b

Dissertação de Mestrado apresentada ao Instituto Superior de Psicologia Aplicada para obtenção de grau de Mestre na especialidade de Psicologia Educacional.

Prática de ensino supervisionada em Pré-escolar e em 1.º ciclo do ensino básico: organização de ambientes educativos promotores da educação em ciências naturais

O presente relatório, elaborado no âmbito Prática de Ensino Supervisionada em Pré-Escolar e em 1.º Ciclo do Ensino Básico dá a conhecer os processos de aprendizagem imanentes à prática desenvolvida em contexto. Em Educação Pré- Escolar elaborei um memorial de formação que permitiu refletir sobre as experiências vividas no estágio, possibilitando a aquisição de conhecimentos e aprendizagens profissionais. No 1º Ciclo do Ensino Básico o estágio também assumiu uma perspetiva reflexiva que me permitiu aprender a profissão, mas a dinâmica do trabalho com as crianças possibilitou, igualmente, a realização de um projeto alinhado com a investigação-ação. Os contextos foram diferenciados pela sua especificidade, quer pela situação geográfica e cultural das instituições, quer pelo nível de ensino em que se desenvolveram. A prática educativa em 1º Ciclo do Ensino Básico ocorreu na escola EB/JI Galopim de Carvalho em Évora, já a prática em Pré-Escolar ocorreu no Núcleo de Educação Infantil Colônia Z-11, na cidade de Florianópolis no Brasil. No que respeita à dimensão investigativa, dediquei especial atenção à “Organização de Ambientes Educativos Promotores da Educação em Ciências Naturais”, com vista a compreender como é que aprender ciências pode contribuir para a literacia científica das crianças tendo em vista o exercício de uma cidadania informada. Para tal as crianças envolveram-se ativamente no processo de construção do seu próprio conhecimento. Recorri a autores que me deram contributos para conceber, planear e fundamentar as práticas, quer do ponto de vista pedagógico quer do ponto de vista dos conteúdos curriculares. Para a recolha e tratamento da informação, atendi aos contextos onde o trabalho se realizou, bem como às observações dos diversos intervenientes na supervisão dos estágios, a planificações e reflexões semanais que fui elaborando e me permitiram concretizar uma análise imprescindível para as aprendizagens concretizadas e apresentadas no presente Relatório; REPORT OF SUPERVISED TEACHING PRACTICE IN PRE-SCHOOL EDUCATION AND THE 1ST CYCLE OF PRIMARY EDUCATION: ORGANIZATION OF EDUCATIONAL ENVIRONMENTS PROMOTERS OF EDUCATION IN NATURAL SCIENCES Abstract: The present report, elaborated in the scope of the Practice of Supervised Teaching in Pre-School and in the Primary Education, makes to known the learning processes inherent to the practice developed in context. In Pre-School Education, I created a training memorial that allowed me to reflect on the experiences I had live in the internship, making possible the acquisition of professional’s knowledges and learnings. In Primary School the internship also assumed a reflexive perspective which allowed me to learn the profession, but the dynamic of the work with the children allowed me to, equally, the realization of a project lined up with the action-research. The contexts where differentiated by their specificity, by the institutions geographic location, by the cultural situation and by the learning level where they were developed. The educational practice in Primary School occurred in the school EB/JI Galopim de Carvalho in Évora and the Pre-School practice occurred in Núcleo de Educação Infantil Colônia Z-11, in Brazil in the city of Florianopolis. In the matter of the investigative dimension, I dedicated special attention to the “Organization of Educative Environments Promoters of Natural Sciences Education”, to understand how learning sciences can contribute to scientifically literacy of the children, having in view the exercise of an informed citizenship. For this the children involved actively in the process of building their own knowledge. I resorted to authors who give me contributes to conceive, to plan and to fundament the practices, both from the pedagogical point of view and from the curricular contents point of view. To the collect and treat of data, I attend to the contexts where the work were realized, to the observations of the diverse actors in the internship supervision, to the daily plans and weekly reflections which I had been elaborating and which allowed me to concretize an indispensable analysis to the learnings achieve and presented in the present report.

Early practical experience and the social responsiveness of clinical education: Systematic review

Objectives To find how early experience in clinical and community settings (early experience) affects medical education, and identify strengths and limitations of the available evidence. Design A systematic review rating, by consensus, the strength and importance of outcomes reported in the decade 1992-2001. Data sources Bibliographical databases and journals were searched for publications on the topic, reviewed under the auspices of the recently formed Best Evidence Medical Education (BEME) collaboration. Selection of studies All empirical studies (verifiable, observational data) were included, whatever their design, method, or language of publication. Results Early experience was most commonly provided in community settings, aiming to recruit primary care practitioners for underserved populations. It increased the popularity of primary care residencies, albeit among self selected students. It fostered self awareness and empathic attitudes towards ill people, boosted students' confidence, motivated them, gave them satisfaction, and helped them develop a professional identity. By helping develop interpersonal skills, it made entering clerkships a less stressful experience. Early experience helped students learn about professional roles and responsibilities, healthcare systems, and health needs of a population. It made biomedical, behavioural, and social sciences more relevant and easier to learn. It motivated and rewarded teachers and patients and enriched curriculums. In some countries,junior students provided preventive health care directly to underserved populations. Conclusion Early experience helps medical students learn, helps them develop appropriate attitudes towards their studies and future practice, and orientates medical curriculums towards society's needs. Experimental evidence of its benefit is unlikely to be forthcoming and yet more medical schools are likely to provide it. Effort could usefully be concentrated on evaluating the methods and outcomes of early experience provided within non-experimental research designs, and using that evaluation to improve the quality of curriculums.

Oral Administration of Lactobacillus reuteri during the First Year of Life Reduces Caries Prevalence in the Primary Dentition at 9 Years of Age

The aim of this study was to evaluate the effect on oral health, at age 9 years, of daily oral supplementation with the probiotic Lactobacillus reuteri, strain ATCC 55730, to mothers during the last month of gestation and to children through the first year of life. The study was a single-blind, placebo-controlled, multicenter trial involving 113 children: 60 in the probiotic and 53 in the placebo group. The subjects underwent clinical and radiographic examination of the primary dentition and carious lesions, plaque and gingivitis were recorded. Saliva and plaque were sampled for determination of mutans streptococci (MS) and lactobacilli (LB) in saliva and plaque as well as salivary secretory IgA (SIgA). Forty-nine (82%) children in the probiotic group and 31 (58%) in the placebo group were caries-free (p < 0.01). The prevalence of approximal caries lesions was lower in the probiotic group (0.67 ± 1.61 vs. 1.53 ± 2.64; p < 0.05) and there were fewer sites with gingivitis compared to the placebo group (p < 0.05). There were no significant differences between the groups with respect to frequency of toothbrushing, plaque and dietary habits, but to intake of fluoride supplements (p < 0.05). There were no intergroup differences with respect to L. reuteri, MS, LB or SIgA in saliva. Within the limitation of this study it seems that daily supplementation with L. reuteri from birth and during the first year of life is associated with reduced caries prevalence and gingivitis score in the primary dentition at 9 years of age.

Francoist Primary education: the schoolbook as an instrument of child indoctrination

The Francoist rule, mainly in its first decades, exerted a strong control upon education, which was left in the hands of the Catholic nationalist. Innumerous children`s schoolbooks were published driven by strong patriotic and religious bias. The authors aimed to shape the children`s minds based on the premises that supported the regimen: authority, hierarchy, order, abeyance, fear and devotion to God and the leader Francisco Franco. This paper analyzes the content of the elementary education books and shows how they were important instruments of child indoctrination marked by intolerance. The content and the images of the books contributed to construct an excluding national identity based on a heightened Catholic patriotism, stimulated heroism, martyrdom, child sacrifice, and hatred for the enemies of the religion and of ""mother Spain"".

On the development of textual competence in primary education

The aim of this article is to present the results of an action research project, which has been put into practice in Primary Education. This project was intended to develop students’ textual competence, considering both comprehension and textual production. Our starting hypothesis was that teaching the schematisation of text types, focusing on linguistic devices that underlie text production, would promote the development of textual competence, leading to the production of more coherent and cohesive texts. In order to test this hypothesis we implemented the project in three phases. First, before the intervention, we collected texts produced by the students. Secondly, we implemented a didactic program designed to develop students’ textual competence. Lastly, after the intervention, we collected students’ texts once again. Data was analyzed according to categories that confer cohesion and coherence to different types of texts. Narrative, descriptive, and explanatory texts were assessed in terms of 1) building an autonomous text; 2) hierarchisation of information, and 3) textual organisation. Overall, results indicate that students developed their text conceptualisations, their understanding of the different structures of texts, and produced better writing. Indeed, their written work shows a marked progression from the beginning of the intervention program to the end of the program.

Difficulties in the Learning of Statistics by the Students of the Primary Education

The present study, covering students from public schools and a private school on the island of São Miguel (Azores, Portugal), aims to meet the difficulties of the students of the 3rd and 4th years of the primary education in solving tasks involving construction, reading and interpreting tables and statistical graphs, in the context of Organization and Data Handling (ODH). We present the main results obtained from statistical methods, among which we highlight some non-parametric hypothesis tests and the Categorical Principal Component Analysis (CatPCA), given the nature of the variables included in the questionnaire (mostly nominal and ordinal variables).

Language and culture: representations of English-speaking cultures in 1st year secondary english language coursebooks in the Kingdom of Saudi Arabia

Dissertação apresentada para o cumprimento dos requisitos necessários á obtenção do grau de Mestre em Didáctica de Inglês

Improving Students’ Learning Aspirations Beyond Post-Primary Education: A First Account of Two Non-Formal Education Programmes in Middle-Income

Non-formal education programmes are active in a number of developing countries. These programmes offer vulnerable students an opportunity to pursue their education although they were excluded for various reasons from the formal education systems. This paper examines the impact of two programmes (one in Mauritius, and one in Thailand) on their participants’ aspirations towards learning. We develop a methodology to measure the perception of students regarding their learning experience. More than a third of them, for example, believe that there is no barrier to their education. Most acknowledge the role of their teachers in raising their aspirations towards their educational achievement. When compared to male students, female students seem to value more the role of their education.

Males into Primary Teaching - Report of the Primary Education Committee (2006)

In Ireland and in most other developed countries there are significantly more female than male teachers working in both first and second level schools. While this was not always the case, since the 1970s there has been a significant and continuous decline in the number of males entering the teaching profession, particularly at primary level. In recognition of the feminisation of primary teaching, the Minister for Education and Science established the Primary Education Committee in 2003. The main task of the Committee is to make recommendations on strategies and initiatives to increase the number of males entering primary teaching.

Issuance of patient reminders for influenza vaccination by US-based primary care physicians during the first year of universal influenza vaccination recommendations.

To estimate the number of physician-reported influenza vaccination reminders during the 2010-2011 influenza season, the first influenza season after universal vaccination recommendations for influenza were introduced, we interviewed 493 members of the Physicians Consulting Network. Patient vaccination reminders are a highly effective means of increasing influenza vaccination; nonetheless, only one quarter of the primary care physicians interviewed issued influenza vaccination reminders during the first year of universal vaccination recommendations, highlighting the need to improve office-based promotion of influenza vaccination.