Metamorfoses em espelho de água : identidade, perfil, contextos e mudança nas (auto)representações dos professores

RESUMO: Nos últimos trinta anos, em Portugal, ocorreram processos de democratização política e de modernização da sociedade e das instituições, tendo como impulso as vontades nacionais e as mudanças ocorridas no Mundo em globalização, lideradas, no campo da educação, por agentes como a OCDE ou o Banco Mundial, e pela integração de Portugal na União Europeia. À implementação da(s) reforma(s), correspondeu uma mudança de paradigma educativo e organizacional, a criação de uma escola para todos, a emergência de novos alunos e de novos mandatos à Escola, a contingência de novas respostas educativas. Tais reformas constituiram instrumentos de mudança das organizações escolares e do sistema educativo, mas também do que significa ser professor, reformulando o desempenho e a “performatividade” docente (Ball, 2002), induzindo uma nova “identidade social” (Bernstein, 1996 e Dubar, 2006), produzindo novos modos de “fabricação da alma dos professores” (Foucault, 1996). Neste sentido, a autora procurou analisar, numa perspectiva crítica, as representações de professores do Ensino Básico, sobre os mecanismos de (re)configuração das suas identidades/perfis profissionais, recorrendo a uma investigação qualitativa descritiva, que privilegia a análise de conteúdo dos seus discursos sobre o tema, recolhidos segundo a técnica focus group. O estudo indiciou que os alunos são factor de realização, de risco e de mudança do perfil docente, actuando como uma quinta dimensão da (re)construção identitária dos Professores, a par da formação, do associativismo, do Estado e do Mercado, constituindo factor importante a ter em conta nos estudos sobre identidade docente. ABSTRACT: In the past thirty years, in Portugal, radical changes on politics and policies have been occurring, to achive the society and its institutions democratization and modernization, led by national wills and the changes occured in the World, stimulated, in the Education area, by global agencies like OECD, or the World Bank, and the integration of Portugal in the European Union. These reforms are connected to a new educational and organizational paradigm, the creation of a school for all, the emergence of new pupils, new demands to School and teachers, the imperative of new pedagogical solutions for educational problems, and are not only changing instruments in schools and in the educational system, but are also a powerful way to change “what to be a teacher” means, to re-formulate the teaching performance and “performativity” (Ball, 2002), to recompose his/her “social identity” (Bernstein, 1996; Dubar, 2006), or, in Michel Foucault (1996) words, to produce “new ways to manufacture teachers soul”. In this sense, the author intended to analyze, on a critical perspective, the representations of portuguese teachers of basic education (K12), on the mechanisms of (re)configuration of their professional identities/profiles, appealing to a qualitative descriptive research, which privileges the analysis of content of their speeches on the subject, collected according to the focus group technique, what, in its development, was brought near a circle of culture (in the sense of Paulo Freire‟s pedagogy). At least, pupils are the most important references and motivation to teachers changes, reflecting professional satisfaction and well done, but also risk, acting like a fifth dimension of teachers identity (re)construction, together with training, associative involvement, State and Market, and they must be considered on teatching identity studies.

Systems thinking: learning or driving?

The ability to foresee how behaviour of a system arises from the interaction of its components over time - i.e. its dynamic complexity – is seen an important ability to take effective decisions in our turbulent world. Dynamic complexity emerges frequently from interrelated simple structures, such as stocks and flows, feedbacks and delays (Forrester, 1961). Common sense assumes an intuitive understanding of their dynamic behaviour. However, recent researches have pointed to a persistent and systematic error in people understanding of those building blocks of complex systems. This paper describes an empirical study concerning the native ability to understand systems thinking concepts. Two different groups - one, academic, the other, professional – submitted to four tasks, proposed by Sweeney and Sterman (2000) and Sterman (2002). The results confirm a poor intuitive understanding of the basic systems concepts, even when subjects have background in mathematics and sciences.

Systems thinking: learning or driving?

The ability to foresee how behaviour of a system arises from the interaction of its components over time - i.e. its dynamic complexity – is seen an important ability to take effective decisions in our turbulent world. Dynamic complexity emerges frequently from interrelated simple structures, such as stocks and flows, feedbacks and delays (Forrester, 1961). Common sense assumes an intuitive understanding of their dynamic behaviour. However, recent researches have pointed to a persistent and systematic error in people understanding of those building blocks of complex systems. This paper describes an empirical study concerning the native ability to understand systems thinking concepts. Two different groups - one, academic, the other, professional – submitted to four tasks, proposed by Sweeney and Sterman (2000) and Sterman (2002). The results confirm a poor intuitive understanding of the basic systems concepts, even when subjects have background in mathematics and sciences.

The study of public administration in India, the Philippines, Canada and Australia: the universal struggle against epistemic colonization, and toward critical assimilation

The study of public administration has been characterized as a strong international focus, as both governments and scholars have sought to learn from the experience of other societies. While in a perfect world, one would expect a sort of pragmatic universalism, instead, many scholars tend to bring lessons from one country, or from a single cultural reality. This modest contribution lies in showing a series of national experiences rarely brought to the discourse about public administration in Brazil: Canada, Australia, India and the Philippines. Special emphasis will be given to the following: the origins and the development of public administration; the influence of ideology; and the complex tension between global theory and local practices.

A bot spooler architecture to integrate virtual worlds with e-learning management systems for corporate training

Joining efforts of academic and corporate teams, we developed an integration architecture - MULTIS - that enables corporate e-learning managers to use a Learning Management System (LMS) for management of educational activities in virtual worlds. This architecture was then implemented for the Formare LMS. In this paper we present this architecture and concretizations of its implementation for the Second Life Grid/OpenSimulator virtual world platforms. Current systems are focused on activities managed by individual trainers, rather than groups of trainers and large numbers of trainees: they focus on providing the LMS with information about educational activities taking place in a virtual world and/or being able to access within the virtual world some of the information stored in the LMS, and disregard the streamlining of activity setup and data collection in multi-trainer contexts, among other administrative issues. This architecture aims to overcome the limitations of existing systems for organizational management of corporate e-learning activities.

Effects of an exercise training program in physical condition after liver transplantation in familial amyloidotic polyneuropathy: a case report

Introduction: Familial amyloidotic polyneuropathy (FAP) is a neurodegenerative disease that leads to sensory and motor polyneuropathies as well as functional limitations. So far, liver transplantation is the only treatment for FAP because the mutated protein causing the disease is mainly produced in the liver. With the increasing survival of transplant recipients, functional and cardiovascular problems as consequences of immunosuppressant side effects are increasing associated with sedentary lifestyles and/or retransplantation status. We sought to analyze the impact of exercise training programs on 1 FAP patient’s course long-term after liver transplantation. Methodology. A FAP patient (female; 49 years of age; body mass index 18.8 kg/m2) underwent a liver transplantation 133 months before assessment. She was assessed for body composition, isometric quadriceps muscle strength, functional capacity, fatigue, and levels of physical activity before and after a 6-month period of combined exercise training. Results: After the exercise training program, almost all variables were improved, namely, total body skeletal muscle mass, proximal femoral bone mineral density, quadriceps strength, maximal oxygen consumption on 6 minutes walk test (6mwt) or VO2peak, total ventilation on 6mwt, and fatigue. The improvement in distance on 6mwt (69.2 m) was clinically significant. Preintervention the levels of physical activity were below international recommendations for health; after the program they achieved the recommendations. Conclusion: The results showed an improvement in functional capacity with a decrease in future disability risk associated with a better lifestyle with respect to physical activity levels in 1 patient.

Supplementary feeding programs: a critical analysis

A critical analysis of the Supplementary Feeding Programs which have been undertaken around the world is presented. Although only a few programs have been rigorously evaluated it seems that in relation to their main objectives, most of them have not proved to be successful. Some suggestions for improvement are put forward and the particular case of the Brazilian programs is assessed in detail.

Effects of physical exercise training in DNA damage and repair - could the difference be in hOGG1 Ser326Cys polymorphism?

Acute physical exercise is associated with increased oxygen consumption, which could result in an increased formation of reactive oxygen species (ROS). ROS can react with several organic structures, namely DNA, causing strand breaks and a variety of modified bases in DNA. Physical exercise training seems to decrease the incidence of oxidative stress-associated diseases, and is considered as a key component of a healthy lifestyle. This is a result of exercise-induced adaptation, which has been associated with the possible increase in antioxidant activity and in oxidative damage repair enzymes, leading to an improved physiological function and enhanced resistance to oxidative stress (Radak et al. 2008). Human 8-oxoguanine DNA glycosylase 1 (hOGG1) is involved in the base excision repair (BER) pathway and encodes an enzyme responsible for removing the most common product of oxidative damage in DNA, 8-hydroxyguanine (8-OH-G). The genetic polymorphism of hOGG1 at codon 326 results in a serine (Ser) to cysteine (Cys) amino acid substitution (Ser326Cys). It has been suggested that the carriers of at least one hOGG1Cys variant allele exhibit lower 8-OH-G excision activity than the wild-type (Wilson et al. 2011). The aim of this study was to investigate the possible influence of hOGG1 Ser326Cys polymorphism on DNA damage and repair activity in response to 16 weeks of combined physical exercise training, in thirty healthy Caucasian men. Comet assay was carried out using peripheral blood lymphocytes and enabled the evaluation of DNA damage, both strand breaks and FPG-sensitive sites, and DNA repair activity. Genotypes were determined by PCR-RFLP analysis. The subjects with Ser/Ser genotype were considered as wild-type group (n=20), Ser/Cys and Cys/Cys genotype were analyzed together as mutant group (n=10). Regarding differences between pre and post-training in the wild-type group, the results showed a significant decrease in DNA strand breaks (DNA SBs) (p=0.002) and also in FPG-sensitive sites (p=0.017). No significant differences were observed in weight (p=0.389) and in lipid peroxidation (MDA) (p=0.102). A significant increase in total antioxidant capacity (evaluated by ABTS) was observed (p=0.010). Regarding mutant group, the results showed a significant decrease in DNA SBs (p=0.008) and in weight (p=0.028). No significant differences were observed in FPG-sensitive sites (p=0.916), in ABTS (p=0.074) and in MDA (p=0.086). No significant changes in DNA repair activity were observed in both genotype groups. This preliminary study suggests the possibility of different responses in DNA damage to physical exercise training, considering the hOGG1 Ser326Cys polymorphism.

Immune cell changes in response to a swimming training session during a 24-h recovery period

Understanding the impact of training sessions on the immune response is crucial for the adequate periodization of training, to prevent both a negative influence on health and a performance impairment of the athlete. This study evaluated acute systemic immune cell changes in response to an actual swimming session, during a 24-h recovery period, controlling for sex, menstrual cycle phases, maturity, and age group. Competitive swimmers (30 females, 15 ± 1.3 years old; and 35 males, 16.5 ± 2.1 years old) performed a high-intensity training session. Blood samples were collected before, immediately after, 2 h after, and 24 h after exercise. Standard procedures for the assessment of leukogram by automated counting (Coulter LH 750, Beckman) and lymphocytes subsets by flow cytometry (FACS Calibur BD, Biosciences) were used. Subjects were grouped according to competitive age groups and pubertal Tanner stages. Menstrual cycle phase was monitored. The training session induced neutrophilia, lymphopenia, and a low eosinophil count, lasting for at least 2 h, independent of sex and maturity. At 24 h postexercise, the acquired immunity of juniors (15-17 years old), expressed by total lymphocytes and total T lymphocytes (CD3+), was not fully recovered. This should be accounted for when planning a weekly training program. The observed lymphopenia suggests a lower immune surveillance at the end of the session that may depress the immunity of athletes, highlighting the need for extra care when athletes are exposed to aggressive environmental agents such as swimming pools

e-learning in the classroom?

As teachers, we are challenged everyday to solve pedagogical problems and we have to fight for our students’ attention in a media rich world. I will talk about how we use ICT in Initial Teacher Training and give you some insight on what we are doing. The most important benefit of using ICT in education is that it makes us reflect on our practice. There is no doubt that our classrooms need to be updated, but we need to be critical about every peace of hardware, software or service that we bring into them. It is not only because our budgets are short, but also because e‐learning is primarily about learning, not technology. Therefore, we need to have the knowledge and skills required to act in different situations, and choose the best tool for the job. Not all subjects are suitable for e‐learning, nor do all students have the skills to organize themselves their own study times. Also not all teachers want to spend time programming or learning about instructional design and metadata. The promised land of easy use of authoring tools (e.g. eXe and Reload) that will lead to all teachers become Learning Objects authors and share these LO in Repositories, all this failed, like previously HyperCard, Toolbook and others. We need to know a little bit of many different technologies so we can mobilize this knowledge when a situation requires it: integrate e‐learning technologies in the classroom, not a flipped classroom, just simple tools. Lecture capture, mobile phones and smartphones, pocket size camcorders, VoIP, VLE, live video broadcast, screen sharing, free services for collaborative work, save, share and sync your files. Do not feel stressed to use everything, every time. Just because we have a whiteboard does not mean we have to make it the centre of the classroom. Start from where you are, with your preferred subject and the tools you master. Them go slowly and try some new tool in a non‐formal situation and with just one or two students. And you don’t need to be alone: subscribe a mailing list and share your thoughts with other teachers in a dedicated forum, even better if both are part of a community of practice, and share resources. We did that for music teachers and it was a success, in two years arriving at 1.000 members. Just do it.

Thinking over b‐learning strategy: the MIPO model approach

This article describes the main research results in a new methodology, in which the stages and strategies of the technology integration process are identified and described. A set of principles and recommendations are therefore presented. The MIPO model described in this paper is a result of the effort made regarding the understanding of the main success features of good practices, in the web environment, integrated in the information systems/information technology context. The initial model has been created, based on experiences and literature review. After that, it was tested in the information and technology system units at higher school and also adapted as a result of four cycles of an actionresearch work combined with a case study research. The information, concepts and procedures presented here give support to teachers and instructors, instructional designers and planning teams – anyone who wants to develop effective b‐learning instructions.

Os desafios da qualificação profissional pós-secundária não-superior (nível 4) para a inovação empresarial no contexto da União Europeia e dos países da OCDE

A maioria das nações mais desenvolvidas deve, em larga medida, a sua prosperidade à produtividade da sua força de trabalho. Esta produtividade relaciona-se, fundamentalmente, com dois aspectos essenciais. Por um lado, com o nível e adequação das qualificações e competências da população activa, as quais permitem desenvolver o empreendedorismo e criar riqueza e, por outro, com a qualidade e grau de sofisticação dos equipamentos, tecnologias, modelos de organização e sistemas de gestão de que as empresas dispõem. Nesta comunicação, elaborada por convite para apresentação na sessão comemorativa do 20º aniversário da AFTEM, no Porto, após a contextualização das exigências do mercado de trabalho em resultado da inovação empresarial e da emergência das economias baseadas no conhecimento, apresentam-se alguns estudos recentemente concluídos em diversos países e regiões da OCDE, nomeadamente, Austrália, Irlanda, Reino Unido e Escócia – nos quais se foca a necessidade de incrementar o nível de qualificações para responder às necessidades do tecido produtivo por forma a manter a competitividade da indústria e serviços desses países e regiões à escala global; em particular realça-se a importância de se aumentar a percentagem de população activa com nível 4 de qualificação profissional. Aborda-se, ainda, a situação da formação pós secundária não superior em Portugal (nível 4). Conclui-se, formulando algumas recomendações em termos de estratégias e de trabalho futuro com vista a dinamizar as oportunidades de qualificação de nível 4, em estreita articulação com as empresas, como forma de o tecido produtivo nacional dispor de níveis de qualificação de recursos humanos que permitam a mobilidade para novas actividades com maior valor acrescentado e, por esta via, atingir níveis de rentabilidade semelhante à dos restantes estados membros da UE e de outros países da OCDE.

Culture, politics and identity: critical readings on gender in southeast Asia

Indian Journal of Gender Studies October 2012 vol. 19 no. 3 437-467

Multilingualism and interpreting: training for the EU

AGM and Conference in Mechelen 27 – 30 April 2010

Supporting leadership development by exposure to role models: two case studies

The idiomatic expression “In Rome be a Roman” can be applied to leadership training and development as well. Leaders who can act as role models inspire other future leaders in their behaviour, attitudes and ways of thinking. Based on two examples of current leaders in the fields of Politics and Public Administration, I support the idea that exposure to role models during their training was decisive for their career paths and current activities as prominent characters in their profession. Issues such as how students should be prepared for community or national leadership as well as cross-cultural engagement are raised here. The hypothesis of transculturalism and cross-cultural commitment as a factor of leadership is presented. Based on current literature on Leadership as well as the presented case studies, I expect to raise a debate focusing on strategies for improving leaders’ training in their cross-cultural awareness.