Os contratos de autonomia na gestão dos agrupamentos de escola em Portugal: uma análise a partir da perceção dos atores

No final da década de 70 a reforma da Administração Pública surge como preocupação dos governos. No início dos anos 80 a adoção da doutrina da Nova Gestão Publica, foi um dos acontecimentos mais marcantes para a administração pública dos países da Organização para a Cooperação e Desenvolvimento Economico. A reforma na Administração Pública em Portugal iniciou-se após a rutura política e social de 1974. No início de 1986 Portugal entra para Comunidade Económica Europeia, o que representou uma maior abertura económica e um aumento na confiança interna da população, observando-se um avanço em termos de concretização de muitos direito sociais, entre outros, na educação. A modernização da administração pública na componente referente à área da educação, iniciou-se no final do ano de 1986, através da Lei de Base do Sistema Educativo, dando origem à descentralização dos serviços, introduzindo-se o conceito de autonomia. Os contratos de autonomia no meio escolar, são processos de administração que não influenciam os seus intervenientes, na realização das atividades pedagógicas, administrativas e gestionárias. Este estudo demonstra a opinião dos vários grupos que compõem um estabelecimento de ensino público Português. Na opinião da amostra deste estudo, os contratos de autonomia não são portadores de benefícios ou prejuízos para os estabelecimentos escolares, seja a nível pedagógico, a nível dos recursos humanos ou a nível administrativo e financeiro; Abstract: Contracts of autonomy in the management of grouping of schools in Portugal: An analysis based on the perception of the actors. At the end of the 70 the reform of public administration arises as a concern of governments. In the early 80s the adoption of the doctrine of the New Public Management, was one of the most important events for the public administration of the Organization for Cooperation and Economic Development countries. The reform in Public Administration in Portugal began after the political and social rupture of 1974. In the beginning of 1986 Portugal joins the European Economic Community, which represented a greater economic openness and an increase in internal confidence of the population, shown by a progress in terms of implementation of many social rights, among others, in education. The modernization of public administration in the field of education began at the end of 1986 through the Basic Law of Education, leading to the decentralization of services, introducing therefore the concept of autonomy. Autonomy contracts in schools are management processes that do not influence their stakeholders in achieving the educational, administrative and management activities. This study shows the opinion of the various groups that form an establishment of Portuguese public education. According to the sample, the autonomy contracts don’t bring benefits or losses to schools, as far as educational practices and human resources are concerned, as well as on a financial and administrative level.

A new approach for computing a flood vulnerability index using cluster analysis

A Flood Vulnerability Index (FloodVI) was developed using Principal Component Analysis (PCA) and a new aggregation method based on Cluster Analysis (CA). PCA simplifies a large number of variables into a few uncorrelated factors representing the social, economic, physical and environmental dimensions of vulnerability. CA groups areas that have the same characteristics in terms of vulnerability into vulnerability classes. The grouping of the areas determines their classification contrary to other aggregation methods in which the areas' classification determines their grouping. While other aggregation methods distribute the areas into classes, in an artificial manner, by imposing a certain probability for an area to belong to a certain class, as determined by the assumption that the aggregation measure used is normally distributed, CA does not constrain the distribution of the areas by the classes. FloodVI was designed at the neighbourhood level and was applied to the Portuguese municipality of Vila Nova de Gaia where several flood events have taken place in the recent past. The FloodVI sensitivity was assessed using three different aggregation methods: the sum of component scores, the first component score and the weighted sum of component scores. The results highlight the sensitivity of the FloodVI to different aggregation methods. Both sum of component scores and weighted sum of component scores have shown similar results. The first component score aggregation method classifies almost all areas as having medium vulnerability and finally the results obtained using the CA show a distinct differentiation of the vulnerability where hot spots can be clearly identified. The information provided by records of previous flood events corroborate the results obtained with CA, because the inundated areas with greater damages are those that are identified as high and very high vulnerability areas by CA. This supports the fact that CA provides a reliable FloodVI.

Relatório no âmbito da unidade curricular prática de ensino supervisionada

O presente relatório, que será apresentado à Universidade de Évora, foi elaborado no âmbito do Curso de Mestrado em Ensino de Português e de Espanhol, para o 3.º ciclo do ensino básico e ensino secundário, e resulta da reflexão da prática letiva realizada na Escola Básica de Alcáçovas, do Agrupamento de Escolas de Viana do Alentejo, no ano letivo de 2014/2015. Numa primeira parte, são revisitados os principais documentos legais orientadores da prática letiva, relativos ao ensino das línguas materna e estrangeira. Num segundo momento, após uma breve caracterização da Escola e do Agrupamento, dá-se a conhecer o trabalho realizado com os alunos do terceiro ciclo do ensino básico, enquanto professora de Português, fazendo-se simultaneamente uma reflexão sobre as escolhas pedagógicas efetuadas. Posteriormente, apresentam-se as atividades dinamizadas, os cargos desempenhados na Escola e no Agrupamento e faz-se um balanço do caminho percorrido até ao presente; Supervised Teaching Practise Report ABSTRACT: This report, which will be presented to the University of Évora, was elaborated within the context of the Master degree in Portuguese and Spanish teaching for the 3rd cycle of elementary and secondary school. It arises as a result of the teaching practice reflection carried out in Escola Básica de Alcáçovas, Agrupamento de Escolas de Viana do Alentejo, during the school year 2014/2015. In the first part, the main legal guiding documents, concerning the teaching of mother tongue and foreign languages and the teaching practice, are revisited. As a second step, after a brief characterization of School and School Grouping and while as Portuguese teacher, it is presented the work performed by the students of the 3rd cycle of elementary school, as well as a reflection about the chosen pedagogical choices. Subsequently, the carried out activities, the positions held at School and School Grouping are presented, as well as an assessment of what has been done so far.

Genesis and classification of soils from subtropical mountain regions of Southern Brazil.

Soils formed in high mountainous regions in southern Brazil are characterized by great accumulation of organic matter (OM) in the surface horizons and variation in the degree of development. We hypothesized that soil properties and genesis are influenced by the interaction of parent materials and climate factors, which differ depending on the location along the altitudinal gradient. The goal of this study was to characterize and classify the soil, evaluate soil distribution, and determine the interactive effects of soil-forming factors in the subtropical mountain regions in Santa Catarina state. Soil samples were collected in areas known for wine production, for a total of 38 modal profiles. Based on morphological, physical, and chemical properties, soils were evaluated for pedogenesis and classified according to the Brazilian System of Soil Classification, with equivalent classes in the World Reference Basis (WRB). The results indicated that pedogenesis was strongly influenced by the parent material, weather, and relief. In the areas where basic effusive rocks (basalt) were observed, there was formation of extensive areas of clayey soils with reddish color and higher iron oxide contents. There was a predominance of Nitossolos Vermelhos and Háplicos (Nitisols), Latossolos Vermelhos (Ferralsols), and Cambissolos Háplicos (Cambisols), highlighting the pedogenetic processes of eluviation, illuviation of clay, and latosolization in conditions of year-long, large-volume, well-distributed rainfall and stability of land forms. In areas with acid effusive rocks (rhyodacites), medial or clayey soils were observed with lower iron oxide content, invariably acidic, and with low base content. For these soils, relief promoted substantial removal of material, resulting in intense rejuvenation, with a predominance of Cambissolos Háplicos (Cambisols) and lesser occurrence of Nitossolos Brunos (Nitisols) and Neossolos Litólicos (Leptosols). Soils formed from sedimentary rocks also tended to be more acidic, but with higher sand content, and the soils identified were Cambissolos Háplicos and Húmicos (Cambisols). Cluster analysis separated the soil profiles into three groups: the first and largest was formed by profiles originating from sedimentary rocks and rhyodacites; the second, smaller group was formed by four profiles in the Água Doce region (acidic rocks); and the third was formed by profiles derived from basalt. Discriminant analysis was effective in grouping soil classes. Thus, the study highlighted the importance of geology in the formation of soils in this landscape associated with climate and relief.