Aprender a cooperar na escola - um desafio para alunos do 1.º CEB

Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Enisno do 1.º e 2.º Ciclo do Ensino Básico

Le crayon et le clavier pour écrire au préscolaire et en première anneée

Plusieurs études se sont intéressées à l’utilisation de l’ordinateur comme outil pédagogique pour améliorer la compétence à écrire des élèves de même qu’aux productions écrites et aux préoccupations des élèves lorsqu’ils écrivent avec le crayon. Cependant, peu de chercheurs ont comparé ces deux modes d’écriture lors de l’entrée dans l’écrit. On peut donc se demander si les performances en orthographe et les justifications orthographiques de scripteurs débutants seront les mêmes avec le crayon et avec le clavier. On peut également se questionner sur les difficultés qu’ils rencontrent avec les deux outils d’écriture. Cet article présente une étude exploratoire qui a été menée auprès d’élèves de maternelle (5-6 ans) et de première année (6-7 ans). Les enfants ont été rencontrés individuellement pour réaliser une tâche d’écriture avec le crayon et la même tâche avec le clavier de l’ordinateur. Ensuite, les enfants ont été questionnés sur les deux outils d’écriture. Les résultats font ressortir des performances similaires avec les deux outils d’écriture, mais les justifications données par les élèves viennent moduler ces résultats, et une préférence pour l’utilisation du clavier apparaît malgré certaines difficultés.

Prática de ensino supervisionado no 1.º e 2.º ciclo do ensino básico: a influência da planificação no desenvolvimento da escrita de textos

Relatório Final de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção do grau de mestre em Ensino do 1.º e do 2.º Ciclo do Ensino Básico

Gestão de comportamentos sociais adequados à sala de aula no 1.º ciclo do ensino básico

Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º e 2.º Ciclo do Ensino Básico

Prática de ensino supervisionado no 1.º e 2.º ciclo do ensino básico: o contributo do GeoGebra para a aprendizagem da geometria

Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1º e 2º Ciclo do Ensino Básico

Prática de ensino supervisionada no 1.º e no 2.º ciclo do ensino básico: trabalhos de casa: perspetivas de pais e alunos

Relatório Final apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º e 2.º Ciclo do Ensino Básico

Prática de ensino supervisionada no 1.º e no 2.º ciclo do ensino básico: a aprendizagem do conceito de área, com recurso a materiais manipuláveis

Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º e 2.º ciclo do Ensino Básico

Estratégias pedagógicas para jovens com a síndrome de Asperger na aprendizagem do trompete: relatório de estágio

Resumo I - O Relatório de estágio foi idealizado no âmbito da Unidade Curricular de Estágio do Ensino Especializado, Mestrado em Ensino da Música pela Escola Superior de Música de Lisboa. O documento incide sobre a prática pedagógica desenvolvida no Conservatório Regional de Palmela no ano letivo 2013/2014, abrangendo três alunos dos diferentes graus de ensino. No conteúdo do relatório, para além da caracterização do estabelecimento de ensino onde o estágio foi desenvolvido, foram caracterizados os diferentes alunos realçando as linhas pedagógicas seguidas com cada um dos intervenientes, salientando os aspetos de competências motora, auditiva e expressiva desenvolvidas durante o processo. Os objetivos do trabalho desenvolvido com os alunos é descrito, tendo como base a organização dos materiais a utilizar de acordo com as características de cada aluno, e consequentemente de acordo com a análise crítica da atividade docente. O professor tem a responsabilidade de conduzir o ensino dos alunos para que estes saibam apreciar e compreender as execuções musicais, independentemente da aptidão musical que já possuem.

Metodologia de projeto como estratégia de motivação e criatividade na disciplina de artes plásticas

Mestrado em Ensino de Educação Visual e Tecnológica no Ensino Básico

Reading performance in children with visual function anomalies

Aims - To compare reading performance in children with and without visual function anomalies and identify the influence of abnormal visual function and other variables in reading ability. Methods - A cross-sectional study was carried in 110 children of school age (6-11 years) with Abnormal Visual Function (AVF) and 562 children with Normal Visual Function (NVF). An orthoptic assessment (visual acuity, ocular alignment, near point of convergence and accommodation, stereopsis and vergences) and autorefraction was carried out. Oral reading was analyzed (list of 34 words). Number of errors, accuracy (percentage of success) and reading speed (words per minute - wpm) were used as reading indicators. Sociodemographic information from parents (n=670) and teachers (n=34) was obtained. Results - Children with AVF had a higher number of errors (AVF=3.00 errors; NVF=1.00 errors; p<0.001), a lower accuracy (AVF=91.18%; NVF=97.06%; p<0.001) and reading speed (AVF=24.71 wpm; NVF=27.39 wpm; p=0.007). Reading speed in the 3rd school grade was not statistically different between the two groups (AVF=31.41 wpm; NVF=32.54 wpm; p=0.113). Children with uncorrected hyperopia (p=0.003) and astigmatism (p=0.019) had worst reading performance. Children in 2nd, 3rd, or 4th grades presented a lower risk of having reading impairment when compared with the 1st grade. Conclusion - Children with AVF had reading impairment in the first school grade. It seems that reading abilities have a wide variation and this disparity lessens in older children. The slow reading characteristics of the children with AVF are similar to dyslexic children, which suggest the need for an eye evaluation before classifying the children as dyslexic.

Efeitos da sobrecarga das mochilas escolares nas alterações posturais e de equilíbrio

Mestrado em Fisioterapia

Response of high-risk of recurrence/progression bladder tumours expressing sialyl-Tn and sialyl-6-T to BCG immunotherapy

High risk of recurrence/progression bladder tumours is treated with Bacillus Calmette-Guérin (BCG) immunotherapy after complete resection of the tumour. Approximately 75% of these tumours express the uncommon carbohydrate antigen sialyl-Tn (Tn), a surrogate biomarker of tumour aggressiveness. Such changes in the glycosylation of cell-surface proteins influence tumour microenvironment and immune responses that may modulate treatment outcome and the course of disease. The aim of this work is to determine the efficiency of BCG immunotherapy against tumours expressing sTn and sTn-related antigen sialyl-6-T (s6T). METHODS: In a retrospective design, 94 tumours from patients treated with BCG were screened for sTn and s6T expression. In vitro studies were conducted to determine the interaction of BCG with high-grade bladder cancer cell line overexpressing sTn. RESULTS: From the 94 cases evaluated, 36 had recurrence after BCG treatment (38.3%). Treatment outcome was influenced by age over 65 years (HR=2.668; (1.344-5.254); P=0.005), maintenance schedule (HR=0.480; (0.246-0.936); P=0.031) and multifocality (HR=2.065; (1.033-4.126); P=0.040). sTn or s6T expression was associated with BCG response (P=0.024; P<0.0001) and with increased recurrence-free survival (P=0.001). Multivariate analyses showed that sTn and/or s6T were independent predictive markers of recurrence after BCG immunotherapy (HR=0.296; (0.148-0.594); P=0.001). In vitro studies demonstrated higher adhesion and internalisation of the bacillus to cells expressing sTn, promoting cell death. CONCLUSION: s6T is described for the first time in bladder tumours. Our data strongly suggest that BCG immunotherapy is efficient against sTn- and s6T-positive tumours. Furthermore, sTn and s6T expression are independent predictive markers of BCG treatment response and may be useful in the identification of patients who could benefit more from this immunotherapy.

Overexpression of tumour-associated carbohydrate antigen sialyl-Tn in advanced bladder tumours

Little is known on the expression of the tumour-associated carbohydrate antigen sialyl-Tn (STn), in bladder cancer. We report here that 75% of the high-grade bladder tumours, presenting elevated proliferation rates and high risk of recurrence/progression expressed STn. However, it was mainly found in non-proliferative areas of the tumour, namely in cells invading the basal and muscle layers. STn was also found in tumour-adjacent mucosa, which suggests its dependence on a field effect of the tumour. Furthermore, it was not expressed by the normal urothelium, demonstrating the cancer-specific nature of this antigen. STn expression correlated with that of sialyltransferase ST6GalNAc.I, its major biosynthetic enzyme. The stable expression of ST6GalNAc.I in the bladder cancer cell line MCR induced STn expression and a concomitant increase of cell motility and invasive capability. Altogether, these results indicate for the first time a link between STn expression and malignancy in bladder cancer. Hence, therapies targeting STn may constitute new treatment approaches for these tumours.

Research practice development for nuclear medicine technologists: an innovative experience

Introduction - European nuclear medicine technologist’s education is delivered by Higher Education Institutions and students obtain a grade of Bachelor of Sciences (BSc), during which they are initiated to research during their studies. Once BSc nuclear medicine technologists are in professional practice, they have very few opportunities to develop a real research experience and they rather become passive users than active contributors the growth of scientific knowledge in nuclear medicine. Aim - To describe and discuss an innovative educational and professional experience aimed in strengthen research knowledge, skills and competencies of former nuclear medicine technologists student in the context of an international mobility stay.

A aprendizagem cooperativa em alunos com dificuldades de aprendizagem

Projeto de Intervenção apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Especial