Das intenções às iniciativas: contributos para a integração das tecnologias de informação e comunicação nas práticas de ensino/aprendizagem na Universidade de Cabo Verde

Tese de Doutoramento em Ciências da Educação (área de especialização em Tecnologia Educativa).

Da carreira às trajetórias de inserção profissional: o caso dos licenciados em educação de infância e em ensino básico (1.º ciclo), pela Universidade do Minho, entre 2001 e 2010

Tese de doutoramento em Estudos da Criança (área de especialização em Formação de Professores).

Las reformas de las universidades ibéricas en la segunda mitad del siglo XVIII

Bajo los auspicios reformadores del Marqués de Pombal, los nuevos estatutos de la Universidad de Coimbra, ratificados por el rey José I en junio de 1772, representaron una importante revisión de los principales estudios en Portugal. Hacia un largo tiempo que los Estatutos de la Universidad de Coimbra no fueron revisados, y la revisión de los Estatutos de 1559 (rey Sebastián), 1591 (el rey Felipe I de Portugal, II de Castilla) y 1653 (rey João IV), se observa que, en comparación con más de dos siglos de vigencia del mismo modelo con modificaciones más o menos limitados, los Estatutos de 1772 traen un nuevo pensamiento y un nuevo impulso mediante la promoción, en particular, de la educación y el desarrollo de las Ciencias exactas y naturales y la valoración del método experimental. Al mismo tiempo, en España, el rey Carlos III, renuncia a imponer un único modelo de estudios de todas las universidades. En ambos casos, el portugués y el español, la urgencia de las reformas es mas aguda pues que los jesuitas fueron expulsados de los territorios en 1759 y 1767, respectivamente; y tanto precursores como mentores quieren estas reformas para abrir las universidades a la ciencia moderna y el humanismo de la Ilustración. La renovación de los contenidos y métodos de enseñanza en Coimbra fue notoria, con la preocupación notable con la investigación, lo que no era muy común en la época. Había también una preocupación con las necesidades de la sociedad en una forma muy práctica (habiendo sido en la época construido el Observatorio Astronómico, el Laboratorio de Física, etc.). Al mismo tempo, la universidad de Coimbra tuvo como profesores dos matemáticos notables, José Anastácio da Cunha y José Monteiro da Rocha. En España también fueron importantes los ensayos de renovación de los métodos, de apertura a la ciencia de la época, de conexión con las realidades de la sociedad española, de coordinación de esfuerzos para conformar una «comunidad universitaria española». En esta comunicación se hace una discusión de comparación entre las dos reformas ibéricas.

Measuring university-to-work success: development of a new scale

Purpose – The purpose of this paper is to develop a subjective multidimensional measure of early career success during university-to-work transition. Design/methodology/approach – The construct of university-to-work success (UWS) was defined in terms of intrinsic and extrinsic career outcomes, and a three-stage study was conducted to create a new scale. Findings – A preliminary set of items was developed and tested by judges. Results showed the items had good content validity. Factor analyses indicated a four-factor structure and a second-order model with subscales to assess: career insertion and satisfaction, confidence in career future, income and financial independence, and adaptation to work. Third, the authors sought to confirm the hypothesized model examining the comparative fit of the scale and two alternative models. Results showed that fits for both the first- and second-order models were acceptable. Research limitations/implications – The proposed model has sound psychometric qualities, although the validated version of the scale was not able to incorporate all constructs envisaged by the initial theoretical model. Results indicated some direction for further refinement. Practical implications – The scale could be used as a tool for self-assessment or as an outcome measure to assess the efficacy of university-to-work programs in applied settings. Originality/value – This study provides a useful single measure to assess early career success during the university-to-work transition, and might facilitate testing of causal models which could help identify factors relevant for successful transition.

Myxomycetes collection preserved in the herbarium of the Federal University of Roraima (Brazil)

First records of myxomycetes in the North region of Brazil go back to the 19th century. Nevertheless, the myxobiota of this region is still largely unexplored, with only 42 species recorded, distributed in 20 genera and seven families. The objectives of this paper were to characterize the Myxomycetes collection of the Herbarium of the Federal University of Roraima (UFRR) and to add new records for the myxobiota of this State. The collection holds specimens collected in fragments of Open Ombrophilous Forest, Seasonal Semi-deciduous Forest, Riparian Forest, deforested areas and urban home gardens in the state of Roraima. The 157 exsiccates were analyzed and identified or redetermined based on identification keys, descriptions and illustrations. The collection is in good conditions of preservation and includes all subclasses of Myxomycetes, 83% of its orders, 50% of its families, and 20 species. Trichiales, with one family, three genera and six species, represents 62% of all exsiccates. Cribraria aff. splendens, Metatrichia vesparia, Physarella oblonga, Stemonaria longa and Stemonitis splendens are new records for Roraima and Arcyria obvelata, Comatricha pulchella, Stemonitis pallida and Stemonitopsis aequalis are referred for the first time in the Northern Region, enlarging the knowledge of the Brazilian geographic distribution of these species.

Relatório de atividade profissional

Dissertação de mestrado em Ciências – Formação Contínua de Professores (área de especialização em Biologia e Geologia)

Clinical diagnosis of 80 cases of dementia in a university hospital

OBJECTIVE: This study aims to estimate the prevalence of dementia subtypes and to assess the socio-demographic data of patients attending the outpatient clinic of dementia at Hospital das Clínicas from January 2008 to December 2009, in the city of Goiânia-GO, Brazil. METHODS: Procedures provided for diagnosis included physical and neurological examination, laboratory tests, neuroimaging and DSM-IV. The functional capacity and level of cognitive deficit were assessed by Pfeffer Functional Activities Questionnaire (Pfeffer-FAQ) and Mini-Mental State Examination (MMSE), respectively. RESULTS: Eighty patients met the criteria for dementia. The mean age was 63.48 (± 16.85) years old, the schooling was 3.30 (± 3.59) years old, the MMSE was 13.89 (± 7.79) and Pfeffer 17.73 (± 9.76). The Vascular Dementia (VD; 17.5%) was the most frequent cause of dementia, followed by Lewy body dementia (LBD) and Alzheimer's disease (AD) (12.25%). CONCLUSION: Considering entire sample and only the elderly over 60 years, VD, AD and LBD are the most common subtypes observed at both groups. Further epidemiological studies are necessary to confirm such rates, which may have a considerable impact on the organization and planning of healthcare services in our country.

As políticas tecnológicas para a educação e a literacia digital: o caso do programa governamental ‘e.escolinha’

Em 2008, o Governo português anunciou a iniciativa ‘e.escolinha’ que contemplou a distribuição de computadores ‘Magalhães’ aos alunos do 1º ciclo do ensino básico, durante três anos letivos consecutivos. Atualmente suspenso, o programa foi bandeira do XVII Governo Constitucional, liderado por José Sócrates, mas alvo de controvérsias por parte da oposição política e da comunidade escolar, sobretudo pela aparente tónica no acesso à tecnologia em vez de uma maior preocupação com a formação e as práticas pedagógicas. Ao abrigo do Plano Tecnológico da Educação, o ‘e.escolinha’ inseria-se numa política mais ampla para o desenvolvimento de uma economia competitiva e dinâmica, através das metas estabelecidas pela União Europeia na Estratégia de Lisboa 2000. A iniciativa foi apresentada ao país com objetivos ambiciosos, no que diz respeito às esperadas mudanças ao nível das práticas pedagógicas dos professores, do processo de aprendizagem das crianças e do sucesso escolar em geral. Porém, a face mais visível da política, embora possa compreender outros matizes, poderá ter ficado reduzida à questão do acesso, apostando pouco nas outras dimensões da literacia digital. Com base em entrevistas realizadas a atores-chave envolvidos no processo de conceção e implementação do ‘e.escolinha’, e nos documentos oficiais que enquadram o programa, o presente artigo pretende dar a conhecer a forma como decisores políticos e empresas enunciam e avaliam os objetivos desta iniciativa. Pretende-se, em particular, conhecer se partilham a ideia de uma deriva tecnológica desta medida governamental ou se entreveem, na mesma, objetivos de literacia digital. Este trabalho decorre do projeto de investigação “Navegando com o Magalhães: Estudo sobre o Impacto dos Media Digitais nas Crianças”, em curso no Centro de Estudos de Comunicação e Sociedade da Universidade do Minho, financiado pela Fundação para a Ciência e Tecnologia ((PTDC/CCI-COM/101381/2008) ) e co-financiado pelo FEDER (COMPETE: FCOMP-01-0124-FEDER-009056).

The Portuguese programme one laptop per child: political, educational and social impact

In 2008, the XVII Portuguese Constitutional Government launched the ‘e.escolinha’ programme, within the Technological Plan for Education, which set out the distribution of a computer, called ‘Magalhães’, designed for chil-dren attending the 1st cycle of basic education. Suspended in 2011 by the XIX Government, this programme has allowed, however, almost 500 000 children to have access to a personal computer. It was expected that this political measure would “revolutionise” the national education system by bringing changes to the pedagogical practices of teachers and the learning processes of children and by achieving educational success, in general. Based on documental analysis and on a set of interviews with key decision-makers in conceiving, implementing and monitoring this governmental initiative, the fi rst part of this chapter presents and analyses the ‘e.escolinha’ initiative and the policies be-hind that governmental programme, seeking to disassemble those objectives and provide some insights into the relationship between discourses, rhetoric, and reality. After that, the chapter focuses on children’s uses and practices with the ‘Magalhães’ laptop, at school and at home. Based on the results of questionnaires fi lled in by approximately 1500 children from 32 First Cycle public schools of the municipality of Braga (north of Portugal) and also from questionnaires applied to their parents and teachers, this chapter intends to analyse the real impact of this initiative for children, family and school. It also seeks to discuss the contribution of this educational policy to children’s digital literacy and also to their own and their families’ social and digital inclusion. To understand if it represented an added value to teachers’ pedagogical practice is another of its aims. The fi ndings point out a major focus on technology and access rather than on uses and competences or even on social, educational and cultural change. In fact, a major conclusion is the existence of a strong gap between the policy and the practices, typical of a top-down policy design. This study is an integrant part of a research project titled “Navigating with ‘Magalhães’: Study on the Impact of Digital Media in Schoolchildren” conducted at the University of Minho, Portugal, financed by the Portuguese Foundation for Science and Technology [PTDC/CCI-COM/101381/2008] and co-funded by the European Regional Development Fund [COMPETE: FCOMP-01-0124-FEDER-009056].

Risk factors for atherosclerosis in students of a private university in São Paulo - Brazil

OBJECTIVE: To characterize the risk profile for atherosclerosis (AS) in adolescents and young adults of a private university in São Paulo. METHODS: Clinical, nutritional, and laboratory parameters were evaluated in 209 students of both genders aged 17 to 25 years. In addition to determination of the lipid profile, the association of its abnormal values with other risk factors for AS was also investigated. RESULTS: Increased levels of total cholesterol, LDL-C and triglycerides (TG) were observed in 9.1%, 7.6% and 16.3% of the students, respectively, and decreased levels of HDL-C in 8.6% of them. Prevalence of the remaining risk factors analyzed was elevated: sedentary life style (78.9%); high intake of total fat (77.5%); high cholesterol intake (35.9%); smoking, hypertension (15.8%) and obesity (7.2%). There was an association between elevated LDL-C and TG levels and sedentary life style and body mass index. CONCLUSION: The high prevalence of risk factors for AS in young individuals draws attention to the need for adopting preventive plans.

Do cardiologists at a university hospital adopt the guidelines for the treatment of heart failure?

OBJECTIVE: To verify whether the guidelines for the treatment of heart failure have been adopted at a university hospital. The guidelines recommend the following: use of angiotensin-converting enzyme inhibitors for all patients with systolic ventricular dysfunction, use of digitalis and diuretics for symptomatic patients, use of beta-blockers for patients in functional classes II or III, use of spironolactone for patients in functional classes III or IV. METHODS: We analyzed the prescriptions of 199 patients. All these patients had ejection fraction (EF) <=0.50, their ages ranged from 25 to 86 years, and 142 were males. Cardiomyopathy was the most frequent diagnosis: 67 (33.6%) patients had dilated cardiomyopathy, 65 (32.6%) had ischemic cardiomyopathy. RESULTS: Angiotensin-converting enzyme inhibitors were prescribed for 93% of the patients. 71.8% also had a prescription for digitalis, 86.9% for diuretics, 27.6% for spironolactone, 12% for beta-blockers, 37.2% for acetylsalicylic acid, 6.5% for calcium channel antagonists, and 12.5% for anticoagulants. In regard to vasodilators, 71% of the patients were using captopril (85.2mg/day), 20% enalapril (21.4mg/day), 3% hydralazine and nitrates. In 71.8% of the cases, the dosages prescribed were in accordance with those recommended in the large studies. CONCLUSION: Most patients were prescribed the same doses as those recommended in the large studies. Brazilian patients tolerate well the doses recommended in the studies, and that not using these doses may be a consequence of the physician's fear of prescribing them and not of the patient's intolerance.

A prevenção de Lesões por Esforço Repetitivo (LER) nas aulas de saxofone

Relatório de estágio de mestrado em Ensino de Música

"Construir(-se) com palavras": a escrita criativa no desenvolvimento da competência estratégica na aula de língua estrangeira

Relatório de estágio de mestrado em Ensino de Inglês e de Espanhol no 3ºciclo do Ensino Básico e Ensino Secundário

Produção de um curso online: contributo para a comunicação entre técnico e professor

Dissertação de mestrado em Ciências da Educação (área de especialização em Tecnologia Educativa)

The Need for Pedagogical Qualifications for Teaching Cardiology to Undergraduate Students

OBJECTIVE: To report a training program in cardiology emphasizing changes in its pedagogical practice. These changes were put into practice by some teachers at the Medical School of Porto Alegre of the University of Rio Grande do Sul (FAMED/UFRGS) aiming to make faculty and student activities more dynamic and to promote more efficacious learning. The training program is directed at 5th semester medical students and aims at a behavioral change in teachers and students to promote more interaction, to favor exchanges, and to make the teaching-learning process easier, always maintaining the patient in the center of the medical activity. METHODS: The program emphasizes the definition of general and specific objectives for each activity to be developed by the students, with training in the area of admission to the cardiology service, with special emphasis on behavioral change in the cognitive, motor, affective, and attitudinal areas. Knowledge was developed by means of interactive seminars with initial and final assessment tests to identify students' and teachers' performance. The students were evaluated in an immediate, continuous, and progressive way in their daily activities and through comparison of the results of 2 tests, one applied at the beginning of the training and the other at its end. These 2 tests contained the same questions. RESULTS: We systematically assessed 560 students over 4 years. The mean grades of the tests performed prior to and after the 244 seminars were 7.38±1.66 and 9.17± 0.82, respectively (p<0.0001). For the tests applied at the beginning and at the end of the training, the mean grades were 5.61±1.61 and 9.37±0.90, respectively (p<0.0001). CONCLUSION: The program proved to be efficient both for the students' learning and for assessing their performance in a systematic and objective way.