A integração das TIC no ensino secundário em Cabo Verde : um estudo de caso

Actualmente, um desafio permanente se coloca ao sistema educativo em todo o mundo devido aos impulsos decorrentes das incomensuráveis possibilidades que as TIC oferecem ao processo de ensino e aprendizagem e na mudança que elas acarretam nas atitudes dos agentes educativos e na própria estrutura escolar. Em Cabo Verde as TIC têm despertado interesse dos responsáveis da educação no concernente ao seu uso em contexto pedagógico e a existência de projectos voltados para sua utilização no ensino secundário é uma realidade. Com efeito, iniciou-se no ano lectivo 2009/2010 a experiência de integração das TIC em duas escolas secundárias do país. Porém, volvidos cinco anos, importa saber como estão sendo vivenciadas estas experiências, particularmente no que diz respeito à disponibilidade e acessibilidade das TIC por parte dos principais agentes educativos, a forma como se organiza a escola para colocá-las à disposição destes, o grau de satisfação dos professores com relação à sua formação em TIC, as atitudes dos professores e alunos face as TIC e o nível de sua utilização em contexto de sala de aula. De modo que, o problema em estudo centra-se em saber como está a decorrer o processo de integração das TIC no ensino secundário, no âmbito das atuais políticas de incentivo ao uso das tecnologias na educação. Do ponto de vista metodológico optamos por um estudo de caso de natureza exploratória (Yin, 1993; Gil, 1994; Morgado, 2012) e para recolher os dados aplicamos dois inquéritos por questionário, em formato papel, um dirigido a alunos, (uma turma por ano) e outro a todos os professores da escola em estudo. Foram também realizadas duas entrevistas a dois dirigentes da escola. A escolha de fontes quantitativas (inquéritos) e qualitativas (entrevistas) tem base de sustentação nos argumentos apresentados por Yin (1994) e Coutinho (2005). As conclusões do estudo apontam para o reconhecimento de que há ainda muito por fazer no tocante à integração pedagógica das TIC, principalmente no que tange à disponibilidade das TIC (a maioria dos alunos não tem acesso aos computadores e não existem softwares), na organização da escola (falta de técnicos qualificados, e inexistência de projecto pedagógico para uso das TIC), na formação dos professores (necessidade de formação continua) e na ausência das TIC nas práticas pedagógicas, conforme nos ensina a literatura especializada sobre a integração das TIC (Pelgrum, 2001; Paiva, 2002; Silva & Miranda, 2005; Amante, 2007; OIE, 2008, Sunkel, 2009; Barbosa & Loureiro, 2011).

Redes Eléctricas Digitais Power Line Communication :- Desafios e Oportunidades para Cabo Verde

Para distribuir e socializar a informação, nos mais diversos locais e das formas mais rápidas possíveis, proliferam as redes de comunicação de dados, cada vez mais presentes em nosso quotidiano, especialmente através do uso das novas tecnologias. Dentre elas, destaca-se a tecnologia Power Line Communication (PLC) Linha de força de comunicação, em que os dados são transmitidos através da corrente eléctrica. Hoje, um pouco por todo o mundo, estuda-se a alternativa viável, desafios e oportunidades de se utilizar a rede de energia eléctrica como um canal efectivo para transmissão de dados, voz e imagem, tornando-se assim, também uma rede de comunicação de dados. Ainda sem uma oferta comercial a funcionar em Cabo Verde, apesar de já terem sido feito algumas tentativas de testes de equipamentos, a Power Line Communication é já utilizada com sucesso em vários países, ligando em banda larga casas e empresas. Assim, este trabalho pretende fazer o enquadramento da tecnologia em si, bem como analisar os desafios e oportunidades da implementação do PLC no mercado Cabo-verdiano.

The impact of women's educational and economic resources on fertility. Spanish birth cohorts 1901-1950

In this chapter we portray the effects of female education and professional achievementon fertility decline in Spain over the period 1920-1980 (birth cohorts of 1900-1950).A longitudinal econometric approach is used to test the hypothesis that the effectsof women s education in the revaluing of their time had a very significant influence onfertility decline. Although in the historical context presented here improvements inschooling were on a modest scale, they were continuous (with the interruption of theCivil War) and had a significant impact in shaping a model of low fertility in Spain. Wealso stress the relevance of this result in a context such as the Spanish for which liberalvalues were absent, fertility control practices were forbidden, and labour forceparticipation of women was politically and socially constrained.

Perception et communication du risque: du diabète à la maladie cardiovasculaire [Risk perception and communication: from diabetes to cardiovascular diseases].

Evidence-based medicine has enabled to approach disease in a more rational and scientific way. Clinical research has identified behaviours and risk factors that could cause disease often "silent" at the beginning, such as diabetes. Despite the clear impact of these evidences on public health, it seems that the individual risk perception level remains weak. To mention as well, the health professionals very often have a different views, which makes it difficult to communicate the risk with patients. In this article we describe the principles of risk perception, the diabetes related risk perception concerning cardiovascular complications, and suggest some practical strategies and tools which could improve risk communication in the everyday practice.

Characterization and Application of Educational Virtual Environments for Science Teaching in Secondary School

This work describes the characteristics of a representative set of seven different virtual laboratories (VLs) aimed for science teaching in secondary school. For this purpose, a 27-item evaluation model that facilitates the characterization of the VLs was prepared. The model takes into account the gaming features, the overall usability, and also the potential to induce scientific literacy. Five of the seven VLs were then tested with two larger and highly heterogenic groups of students, and in two different contexts – biotechnology and physics, respectively. It is described how the VLs were received by the students, taking into account both their motivation and their self-reported learning outcome. In some cases, students’ approach to work with the VLs was recorded digitally, and analyzed qualitatively. In general, the students enjoyed the VL activities, and claimed that they learned from them. Yet, more investigation is required to address the effectiveness of these tools for significant learning.

School Choice and Student Screening in the Chilean Educational System: Who Chooses Whom?. The Case of the Catholic Education

The student´s screening made by schools corresponds to a regulatory mechanism for school inclusion and exclusion that normally overlaps the parental expectations of school choice. Based in "Parents survey 2006" data (n=188.073) generated by the Chilean Educational Ministry, this paper describe the parents reasons for choosing their children's school, and school´s criteria for screening students. It concludes that the catholic schools are the most selective institutions and usually exceed the capacity of parental choice. One of the reasons to select students would be the direct relationship between this practice and increasing the average score on the test of the Chilean Educational Quality Measurement System (SIMCE).

Cartographier les géomorphosites : objectifs, publics et propositions méthodologiques

Related to the raise of the awareness of the importance of the Earth heritage, geomorphosites receive increasing attention from the scientific community. Assessment methods, classification and conservation strategies have been developed to safeguard the geomorphological heritage for present and future generations. On the other hand, Earth heritage offers opportunities to develop educational and recreational programs as well as tourism projects. Various interpretive supports and local development projects have been engendered in the past few years to promote geoheritage.¦Be it for the assessment, conservation or promotion of geomorphosites, maps are valuable from many standpoints. They can provide fundamental data for detailed geomorphosite description, serve as visual communication tools helping to guide the selection process in defining protection priority or supporting Earth heritage promotion and interpretàtion.¦This study reviews the main achievements and the objectives yet to be accomplished in the field of geomorphosite mapping and proposes a general framework for the mapping of geomorphosites that takes into account the different aims and publics. The main focus is on mapping geomorphosites for non-specialists in the field of Earth heritage promotion (Geotourism). In this context, maps are often employed to show itineraries or points of interest. Like a scheme or a diagram, a map can also be used as a method for visualising geoscientific information. This function is particularly important since some processes, which contributed to the formation of a geomorphosite or a geomorphological landscape are no longer or not always clearly visible in the landscape. In this case, maps become interpretive media that serve popularisation purposes.¦Mapping for non-specialists holds the challenging task to ensure the information transfer between the cartographer and the user. We therefore focus on both the implementation of the map by the cartographer (which information? which visualisation?) and the interpretation of the map by the user (effectiveness of the knowledge transfer). The research is based on empirical studies carried out in the Maderan valley (Canton of Uri) and in classes of the Cantons of Uri and Tessin that aim to gain knowledge about the familiarity and interests of non- specialists for geoheritage as well as about their map reading skills. The final objective is to formulate methodological proposals for geomorphosite mapping for interpretive purpose.

En route to a more democratic European Union – An analysis of the communication strategies of European Citizens’ Initiatives (ECIs)

L’èxit de l’iniciativa ciutadana europea (ICE) com a instrument de democràcia directa a nivell europeu està directament relacionat amb la seva promulgació. Els ciutadans d’arreu Europa han d’estar informats sobre aquest nou mecanisme per tal que es dugui a terme, la qual cosa suposa una dificultat. Aquest estudi qualitatiu ens mostra els recursos i problemes en la divulgació de les ICE. Una anàlisi basat en entrevistes amb diferents organitzadors d’aquestes ICE que ens dona algunes idees sobre les seves estratègies de comunicació, així com l’ús d’eines de comunicació i relacions amb els mitjans de comunicació. A banda de les dificultats lingüístiques i financeres hi ha altres obstacles més específics relacionats amb l’ICE.

Développement de la communication intentionnelle gestuelle à partir des usages culturels des objets dans l'interaction triadique enfant-objet-adulte

Pour que deux protagonistes parviennent à communiquer, ils doivent non seulement partager les signes verbaux et/ou non verbaux qu'ils utilisent, mais ils doivent également parvenir à accéder à l'intention communicative de chacun. Ce dernier aspect de la communication a été intimement lié aux significations et aux connaissances que les protagonistes partagent (angl. common ground). Malgré le fait que l'importance des significations partagées ait été soulignée dans la littérature concernant la communication entre adultes, cet aspect n'a pas été étudié en ce qui concerne le développement précoce de la communication. Dans le présent travail, nous suggérons d'investiguer le lien entre les significations partagées entre le jeune enfant et l'adulte et la capacité de l'enfant à communiquer de manière intentionnelle via des gestes. En nous appuyant sur l'approche de la Pragmatique de l'Objet (Moro & Rodríguez, 2005), nous suggérons que les connaissances concernant l'usage culturel de l'objet que construit progressivement l'enfant représentent un type de significations que l'enfant partage avec autrui. 12 dyades mère-enfant ont été enregistrées à l'aide d'une caméra lors d'interactions avec quatre objets. Les observations ont eu lieu au domicile des familles et ont été conduites chaque deuxième mois lorsque les enfants ont été âgés de 8 à 16 mois (groupe 1) et de 16 à 24 mois (groupe 2). Les observations ont été codées pour le niveau de maîtrise de l'usage culturel par l'enfant ainsi que pour la production de gestes par l'enfant et par l'adulte. Nous avons trouvé que plus l'enfant maîtrise les usages culturels des objets, plus il produit de gestes, et plus ces gestes remplissent une fonction communicative explicite. Concernant les gestes de l'adulte, les résultats dévoilent que plus l'enfant maîtrise les usages conventionnels des objets, plus l'adulte adresse des gestes communicatifs à l'enfant, plus ses gestes sont produits de manière complexe et plus l'intention des gestes communicatifs de l'adulte est complexe. Pris ensemble, ces résultats suggèrent que le partage de significations sur l'usage culturel des objets représente un type de connaissances communes qui permettent au bébé et à ses protagonistes de communiquer.

"Pas vraiment, votre honneur...": vadémécum de la communication entre experts forensiques et magistrats

La présente communication a pour objet la communication entre experts forensiques et magistrats. En confrontant les notions juridiques d'expertise (notamment en regard du nouveau Code de procédure pénale), d'expert judiciaire aux pratiques habituellement admises dans le milieu forensique, elle met en lumière les décalages existant entre les attentes des juristes et les réponses que peuvent apporter les experts aux questions d'expertise qui leur sont posées. La contribution se conclura par quelques brèves recommandations pouvant constituer les prémisses d'un vadémécum de la communication destiné tant aux experts qu'aux magistrats.

Executive Order Number Seventeen, September 25, 2009

This Executive Order expects the State of Iowa executive agencies and Regent Institutions own, purchase, build and lease property, including office space, worth billions of dollars for educational, correctional, recreational, conservation, transportation, communication, public health, workforce and related public functions and the placement of state offices in historic central business districts "downtown" can strengthen and revitalize Iowa's cities and towns.