Relatório de Estágio

A Prática Educativa Supervisionada representa, sem dúvida, a etapa mais aguardada pelos estudantes que se formam para serem professores, pois este é um momento recheado de expectativas e descobertas da profissionalidade docente. Por conseguinte, o presente relatório de estágio pretende espelhar o percurso evolutivo da mestranda ao longo dessa prática pedagógica. A passagem pelas escolas ficou marcada por uma postura crítica e reflexiva perante as opções pedagógicas tomadas, sendo que estas resultaram sempre de uma articulação entre os quadros teóricos e práticos de cada área disciplinar. A supervisão, processo crucial durante o estágio, é considerada pela professora estagiária como um momento de acompanhamento e orientação da ação educativa por parte dos supervisores institucionais. A par deste processo foi sempre visível um trabalho colaborativo com o par pedagógico e com os professores cooperantes, com o principal objetivo de atingir novos e melhores modos de agir, ancorando-se, assim, nos pilares da metodologia de investigação-ação. O trajeto construído pela formanda é o retrato de uma experiência de desenvolvimento pessoal e profissional, tendo, porém, a convicção de que, apesar de este relatório marcar o término de um ciclo de estudos inicial, há muito mais para aprender e construir.

A importância da música na transmissão de identidade e valores : o caso do grupo Noite de Mindelo : investigação ação através de um concerto pedagógico realizado em São Vicente, Cabo Verde

O propósito deste trabalho consistiu em elaborar uma análise aprofundada da música cabo-verdiana no contexto educativo enquanto expressão artística, identificando e valorizando o seu papel na identidade nacional e descrevendo os fatores que interferem na sua implementação e generalização a todos os níveis do ensino. Tendo como modelo de pesquisa uma investigação-ação e utilizando uma metodologia qualitativa e interpretativa, desenvolvida no contexto da Educação Artística em Cabo Verde a nível formal e informal, realizou-se um concerto pedagógico no Centro Cultural de Mindelo, ilha de São Vicente Cabo Verde. O projeto debruçou-se sobre a análise dos dois principais géneros musicais cabo-verdianos, a Morna e a Coladeira, os grandes compositores e intérpretes destes géneros, no sentido de provocar uma reflexão e inclusão do estudo da Expressão Musical no contexto educativo cabo-verdiano, como disciplina autónoma capaz de despertar o sentimento de identidade e valores que caracterizam uma Nação. A escolha do concerto através da avaliação dos espectadores permitiu concluir que o ensino aprendizagem da Música em Cabo Verde no contexto educativo requer uma outra abordagem, a elaboração de programas, assim como a contratação de docentes competentes para desenvolvimento dos conteúdos. Mindelo, como ilha tradicionalmente artística, está aquém desta referência e impõe a introdução de políticas educativas que possam inverter esta tendência e criar condições adequadas para que os alunos e a população se interiorizem da importância do ensino das Expressões Artísticas como vetores importantes na transmissão de identidade e valores. A prossecução de investigação nesta área e o incentivo ao desenvolvimento desta temática recomendam-se como forma de dar a conhecer os grandes artistas cabo-verdianos, as grandes composições e despertar o interesse no seio das crianças e dos jovens para a importância do estudo das Artes como uma forma lúdica de aprender e uma possibilidade de ser um artista como tantos que cantaram e cantam Cabo Verde.

O trabalho científico em ambiente de aprendizagem cooperativa no 5º ano de escolaridade: análise do ensino e da aprendizagem

Dissertação de mest., Unidade de Ciências Exactas e Humanas, Escola Superior de Educação, Univ. do Algarve, 1998

Do livro ao fantoche, reciclando palavras. Desenvolvimento da comunicação oral

Dissertação de Mestrado, Educação Pré-Escolar, Escola Superior de Educação e Comunicação, Universidade do Algarve, 2016

Validação de «jogos educativos digitais» para o desenvolvimento da consciência fonológica em crianças com NEE

Trabalho de Projeto apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Educação Especial – Domínio Cognitivo e Motor.

Fuzzy Boolean nets investigation of the alteration of some physical forest soil properties due to a prescribed fire action

Portuguese northern forests are often and severely affected by wildfires during the summer season. Some preventive actions, such as prescribed (or controlled) burnings and clear-cut logging, are often used as a measure to reduce the occurrences of wildfires. In the particular case of Serra da Cabreira forest, due to extremely difficulties in operational field work, the prescribed (or controlled) burning technique is the the most common preventive action used to reduce the existing fuel load amount. This paper focuses on a Fuzzy Boolean Nets analysis of the changes in some forest soil properties, namely pH, moisture and organic matter content, after a controlled fire, and on the difficulties found during the sampling process and how they were overcome. The monitoring process was conducted during a three-month period in Anjos, Vieira do Minho, Portugal, an area located in a contact zone between a two-mica coarse-grained porphyritic granite and a biotite with plagioclase granite. The sampling sites were located in a spot dominated by quartzphyllite with quartz veins whose bedrock is partially altered and covered by slightly thick humus, which maintains low undergrowth vegetation.

From cognition to action : a psychological investigation of action regulation in complex and uncertain social systems

Cette thèse présente une revue des réflexions récentes et plus traditionnelles provenant de la théorie des systèmes, de la créativité en emploi, des théories d’organisation du travail et de la motivation afin de proposer une perspective psychologique de la régulation des actions des individus au sein d’environnements de travail complexes et incertains. Des composantes de la Théorie de la Régulation de l’Action (Frese & Zapf, 1994) ainsi que de la Théorie de l’Auto-Détermination (Deci & Ryan, 2000) sont mises en relation afin d’évaluer un modèle définissant certains schémas cognitifs clés associés aux tâches individuelles et collectives en emploi. Nous proposons que ces schémas cognitifs, organisés de manière hiérarchique, jouent un rôle central dans la régulation d’une action efficace au sein d’un système social adaptatif. Nos mesures de ces schémas cognitifs sont basées sur des échelles de mesure proposées dans le cadre des recherches sur l’ambiguïté de rôle (eg. Sawyer, 1992; Breaugh & Colihan, 1994) et sont mis en relation avec des mesures de satisfaction des besoins psychologiques (Van den Broeck, Vansteenkiste, De Witte, Soenens & Lens, 2009) et du bien-être psychologique (Goldberg, 1972). Des données provenant de 153 employés à temps plein d’une compagnie de jeu vidéo ont été récoltées à travers deux temps de mesure. Les résultats révèlent que différents types de schémas cognitifs associés aux tâches individuelles et collectives sont liés à la satisfaction de différents types de besoin psychologiques et que ces derniers sont eux-mêmes liés au bien-être psychologique. Les résultats supportent également l’hypothèse d’une organisation hiérarchique des schémas cognitifs sur la base de leur niveau d’abstraction et de leur proximité avec l’exécution concrète de l’action. Ces résultats permettent de fournir une explication initiale au processus par lequel les différents types de schémas cognitifs développés en emplois et influencé par l’environnement de travail sont associés à l’attitude des employés et à leur bien-être psychologique. Les implications pratiques et théoriques pour la motivation, l’apprentissage, l’habilitation, le bien-être psychologique et l’organisation du travail dans les environnements de travail complexes et incertains sont discutés.

Investigation of the mechanism of agonist and inverse agonist action at D-2 dopamine receptors

This study investigated, for the D-2 dopamine receptor, the relation between the ability of agonists and inverse agonists to stabilise different states of the receptor and their relative efficacies. K-i values for agonists were determined in competition, versus the binding of the antagonist [H-3]spiperone. Competition data were fitted best by a two-binding site model (with the exception of bromocriptine, for which a one-binding site model provided the best fit) and agonist affinities for the higher (K-h) (G protein-coupled) and lower affinity (K-l) (G protein-uncoupled) sites determined. Ki values for agonists were also determined in competition versus the binding of the agonist [H-3]N-propylnorapomorphine (NPA) to provide a second estimate of K-h,. Maximal agonist effects (E-max) and their potencies (EC50) were determined from concentration-response curves for agonist stimulation of guanosine-5'-O-(3-[S-32] thiotriphosphate) ([S-35]GTPgammaS) binding. The ability of agonists to stabilise the G protein-coupled state of the receptor (K-l/K-h, determined from ligand-binding assays) did not correlate with either of two measures of relative efficacy (relative E-max, Kl/EC50) of agonists determined in [S-35]GTPgammaS-binding assays, when the data for all of the compounds tested were analysed For a subset of compounds, however, there was a relation between K-l/K-h and E-max.. Competition-binding data versus [H-3]spiperone and [H-3]NPA for a range of inverse agonists were fitted best by a one-binding site model. K-i values for the inverse agonists tested were slightly lower in competition versus [H-3]NPA compared to [H-3]spiperone. These data do not provide support for the idea that inverse agonists act by binding preferentially to the ground state of the receptor. (C) 2004 Elsevier Inc. All rights reserved.

Disruption of Saccharomyces cerevisiae by Plantaricin 149 and investigation of its mechanism of action with biomembrane model systems

The action of a synthetic antimicrobial peptide analog of Plantaricin 149 (Pln149a) against Saccharomyces cerevisiae and its interaction with biomembrane model systems were investigated. Pln149a was shown to inhibit S. cerevisiae growth by more than 80% in YPD medium, causing morphological changes in the yeast wall and remaining active and resistant to the yeast proteases even after 24 h of incubation. Different membrane model systems and carbohydrates were employed to better describe the Pln149a interaction with cellular components using circular dichroism and fluorescence spectroscopies, adsorption kinetics and surface elasticity in Langmuir monolayers. These assays showed that Pln149a does not interact with either mono/polysaccharides or zwitterionic LUVs, but is strongly adsorbed to and incorporated into negatively charged surfaces, causing a conformational change in its secondary structure from random-coil to helix upon adsorption. From the concurrent analysis of Pln149a adsorption kinetics and dilatational surface elasticity data, we determined that 2.5 mu M is the critical concentration at which Pln149a will disrupt a negative DPPG monolayer. Furthermore, Pln149a exhibited a carpet-like mechanism of action, in which the peptide initially binds to the membrane, covering its surface and acquiring a helical structure that remains associated to the negatively charged phospholipids. After this electrostatic interaction, another peptide region causes a strain in the membrane, promoting its disruption. (C) 2009 Elsevier B.V. All rights reserved.

N-4-Phenyl-substituted 2-acetylpyridine thiosemicarbazones: Cytotoxicity against human tumor cells, structure-activity relationship studies and investigation on the mechanism of action

N-4-Phenyl 2-acetylpyridine thiosemicarbazone (H2Ac4Ph; N-(phenyl)-2-(1-(pyridin-2-yl)ethylidene) hydrazinecarbothioamide) and its N-4-ortho-, -meta- and -para-fluorophenyl (H2Ac4oFPh, H2Ac4mFPh, H2Ac4pFPh), N-4-ortho-, -meta- and -para-chlorophenyl (H2Ac4oClPh, H2Ac4mClPh, H2Ac4pClPh), N-4-ortho-, -meta- and -para-iodophenyl (H2Ac4oIPh, H2Ac4mIPh, H2Ac4pIPh) and N-4-ortho-, -meta- and -para-nitrophenyl (H2Ac4oNO(2)Ph, H2Ac4mNO(2)Ph, H2Ac4pNO(2)Ph) derivatives were assayed for their cytotoxicity against human malignant breast (MCF-7) and glioma (T98G and U87) cells. The compounds were highly cytotoxic against the three cell lineages (IC50: MCF-7, 52-0.16 nM; T98G, 140-1.0 nM; U87, 160-1.4 nM). All tested thiosemicarbazones were more cytotoxic than etoposide and did not present any haemolytic activity at up to 10(-5) M. The compounds were able to induce programmed cell death. H2Ac4pClPh partially inhibited tubulin assembly at high concentrations and induced cellular microtubule disorganization. (C) 2012 Elsevier Ltd. All rights reserved.

AN INVESTIGATION INTO THE MOLECULAR MECHANISMS OF ANDROGEN ACTION IN THE SERTOLI CELL

Steroid hormones regulate target cell function via quantitative and qualitative changes in RNA and protein synthesis. In the testis, androgens are known to play an important role in the regulation of spermatogenesis. The Sertoli cell (SC), whose function is thought to be supportive to the developing germ cell, has been implicated as an androgen target cell. Although cytoplasmic androgen receptors and chromatin acceptor sites for androgen-receptor complexes have been found in SC, effects on RNA synthesis have not previously been demonstrated. In this study, SC RNA synthetic activity was characterized and the effect of testosterone on SC nuclear transcriptional activity in vitro assessed. SC exhibited two fold increases in RNA and ribonucleotide pool concentrations during sexual maturation. These changes appeared to correlate with a previously observed increase in protein concentration per cell over an age span of 15-60 days. Following incubation with ('3)H-uridine, SC from older animals incorporated more label into RNA than SC from younger animals. Since the relative concentration of cytidine nucleotides was higher in SC from older rats, the age-related increase in tritium incorporation may reflect an associated increase in incorporation of ('3)H-CMP into RNA. Alternatively, the enhanced labeling may be the result of either a change in the base composition of the RNA resulting in a higher proportion of CMP and UMP in the RNA, or compartmentalization of the nucleotide pools. The physiologic consequences of these maturational alterations of nucleotide pools remains to be elucidated. RNA polymerase activities were characterized in intact nuclei obtained from cultured rat SC. (alpha)-Amanitin resistant RNA polymerase I+III activity was identical when measured in low or high ionic strength (0.05 M or 0.25 M ammonium sulfate (AS)) in the presence of MnCl(,2) or MgCl(,2), with a divalent cation optimum of 1.6 mM. RNA polymerase II was most active in 0.25 M AS and 1.6 mM MnCl(,2). The apparent Km of RNA polymerase II for UTP was 0.016 mM in 0.05 M AS and 0.037 mM in 0.25 M AS. The apparent Km values for total polymerase activity was 0.008 mM and 0.036 mM at low and high ionic strenghts, respectively. These data indicate that Sertoli cell RNA polymerase activities have catalytic properties characteristic of eukaryotic polymerase activities in general. In the presence of 21 (mu)M testosterone, RNA polymerase II activity increased two fold at 15 minutes, then declined but was still elevated over control values six hours after androgen addition. Polymerase I+III activity was not greatly affected by testosterone. The stimulation of polymerase II measured at 15 minutes was dose-dependent, with a maximum at 0.53 nM and no further stimulation up to 10('-5) M (ED(,50) = 0.25 nM testosterone), and was androgen specific. The results of preliminary RNA isolation and characterization experiments suggested that the synthesis of several species of RNA was enhanced by testosterone administration. These findings have great potential importance since they represent the first demonstration of a direct effect of androgens on the transcriptional process in the Sertoli cell. Furthermore, the results of these studies constitute further evidence that the Sertoli cell is a target for androgen action in the testis. ^

Lessons from Ellen: A Case Study Investigation of Comprehension Strategy Instruction in Action

In the past ten years, reading comprehension instruction has received significant attention from educational researchers. Drawing on studies from cognitive psychology, reader response theory, and language arts research, current best practice in reading comprehension instruction is characterized by a strategies approach in which students are taught to think like proficient readers who visualize, infer, activate schema, question, and summarize as they read. Studies investigating the impact of comprehension strategy instruction on student achievement in reading suggest that when implemented consistently the intervention has a positive effect on achievement. Research also shows, however, that few teachers embrace this approach to reading instruction despite its effectiveness, even when the conditions for substantive professional development (i.e. prolonged engagement, support, resources, time) are present. The interpretive case study reported in this dissertation examined the year-long experience of one fourth grade teacher, Ellen, as she leanled about comprehension strategy instruction and attempted to integrate the approach in her reading program. The goal of the study was to extend current understanding of the factors that support or inhibit an individual teacher's instructional decision making. The research explored how Ellen's academic preparation, beliefs about reading comprehension instruction, and attitudes toward teacher-student interaction influenced her efforts to employ comprehension strategy instruction. Qualitative methods were the basis of this study's research design. The primary methods for collecting data included pre- and post-interviews, field notes from classroom observations and staff development sessions, infonnal interviews, e-mail correspondence, and artifacts such as reading assignments, professional writing, school newsletters, and photographs of the classroom. Transcripts from interviews, as well as field notes, e-mail, and artifacts, were analyzed according to grounded theory's constant-comparative method. The results of the study suggest that three factors were pivotal in Ellen's successful implementation of reading strategy instruction: Pedagogical beliefs, classroom relationships, and professional community. Research on instructional change generally focuses on issues of time, resources, feedback, and follow-through. The research reported here recognizes the importance of these components, but expands contemporary thinking by showing how, in Ellen's case, a teacher's existing theories, her relationship with her students, and her professional interaction with peers impact instructional decisions.