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Pesquisa: Pesquisar Informação Eficazmente
Publication . Sanches, Tatiana
Neste capítulo pretende-se descrever e explicar os passos para uma boa pesquisa de informação, desde a identificação das fontes mais pertinentes, à preparação e organização da informação reunida. É importante compreender que a gestão da pesquisa da informação é o primeiro passo para uma investigação bem-sucedida. Saber pesquisar bem resultará necessariamente em conseguir o melhor ponto de partida para escrever, resultando assim, previsivelmente, numa boa produção académica final.
Aprender Com Tecnologias, Inovar Práticas: O Projeto Escol@s Digitais
Publication . Costa, Fernando Albuquerque; Cruz, Elisabete; Sousa, Emily
Como remate do trabalho desenvolvido por uma equipa do Instituto de Educação da Universidade de Lisboa nas escolas do 1.º Ciclo do Município da Amadora ao longo de três anos (2021-2024), acaba de ser publicada o livro Aprender Com Tecnologias, Inovar Práticas: O Projeto Escol@s Digitais. Uma obra disponível para todos os profissionais de educação e investigadores que se interessam pelo tema da integração das tecnologias digitais em contexto escolar.
Aprender Com Tecnologias, Inovar Práticas é o testemunho de uma linha de intervenção que tem como base uma visão e uma estratégia de transformação da escola centradas nos professores e procurando tirar partido do potencial inovador que a utilização criteriosa das tecnologias digitais encerra. Além de responder à necessidade de partir de um rationale co-construído com os professores, esta obra desafia-nos a re-imaginar a Escola como um espaço de inovação curricular, através da adoção de metodologias de investigação participativas e em que o currículo e as tecnologias digitais se unem ao serviço de uma educação mais inclusiva, crítica e transformadora.
Fostering humanization in academic libraries: a case study about scaffolding autonomy and trust in students
Publication . Sanches, Tatiana
Socially, the role of libraries in contributing to the humanization of higher education, through proximity services, has become more important. Personalized service services in higher education libraries aim to promote equitable access to technologies, expand the skills of students and researchers, and encourage their autonomy and self-confidence, through more personalized pedagogical strategies. Human well-being, quality of life, or social problem resolution, combined with technological development, aligns with the principles of Society 5.0. In the present study, a survey was applied to 100 users of a higher education library in Portugal, over 3 years (including the COVID-19 years). Having selected the parameters involved in the humanization of services, the results, measured on a Likert scale from 1 (dissatisfied) to 4 (very satisfied), reveal improvements in user satisfaction with the quality of the collections, the personalized reference services, and the training & support offered. Challenges identified include adapting information resources to users' needs, promoting community inclusion, ensuring equitable and quality care, and providing training in advanced research skills. Higher education libraries play a fundamental role in higher education humanization, providing proximity services that contribute to developing students' autonomy and confidence. The positive satisfaction indicators suggest that humanization in higher education can be successfully achieved with the contribution of these services.
Contributions to in-service primary teachers practice from their engagement in mathematics landscapes of investigation
Publication . Silva, Guilherme Henrique Gomes da; Ponte, João Pedro da
In Mathematics Education research, studies have pointed out the existence of little attention in initial primary teacher education for the exploration of mathematical content from critical discussions aimed at its pedagogical use in understanding emerging social problems, such as social inequalities, climate and environmental changes, and violence (Gutstein, 2018). However, the treatment of these and other issues in mathematics classes has increasingly become a requirement of basic school curricula. As a consequence, many primary teachers, especially those at the beginning of their careers, do not feel prepared to work with these matters in mathematics classes, which leads them to seek subsequent education. Although this situation is known and remarked upon in the Mathematics Education literature, there are few studies specifically aimed at understanding how teachers learn and implement investigation tasks that allow for the treatment of social issues in their mathematics classes as a result of their engagement in in-service teacher education. In this way, using the perspective of Critical Mathematics Education, the objective of this research is to understand how primary school teachers working with landscapes of investigation develop from the study and elaboration of teaching tasks. Critical Mathematics Education is mostly concerned with the connection between mathematics education and issues such as equity, social justice, classroom dialogue, project development, and inclusion (Skovsmose, 2023). The development of landscapes of investigation has been a way to address these concerns in classroom. They have also been shown to be a way to address the development of meaningful activities in the classroom that favour the construction of mathematical concepts and ideas. For Skovsmose (2023), landscapes of investigation can be defined as learning environments that provide students with opportunities to build their own conclusions, accepting the invitation to analyse didactic situations and problems with the principles of the investigation, exploration, questioning, and surveying of hypotheses and ideas. Furthermore, they provide opportunities for dialogue, cooperation, research, and decision making. In addition, works such as that by Ponte, Brocardo, and Oliveira (2015) have provided guidelines for teachers to conduct investigative classes in the field of mathematics education, and to build and adapt teaching activities, seeking to favour the learning of their students. To achieve the objectives of this study, we use a case study methodology with a qualitative approach. We will analyse teacher engagement in a teacher education program aimed at Portuguese primary in-service teachers. In this program, developed in 75 hours with four stages, we will explore teachers’ development of tasks based on the landscape of investigation in mathematics classes. The first stage encompasses the theoretical study of critical mathematics education ideas related to landscapes of investigation. Teachers are stimulated to engage in tasks with this perspective related to mathematical concepts, semi-reality, and reality (Skovsmose, 2023). The second stage involves the collaborative planning of one or more lessons based on landscapes of investigation-based by primary teachers. During this stage, teachers "test" the proposals they have developed with their peers and often strive to anticipate unforeseen situations that may arise due to unpredictability. The classroom tasks are implemented in the third stage, with the support of teacher-trainer. It is crucial to observe student learning, reflect on the approach taken in the classroom, identify challenges and opportunities, among other considerations. Finally, in the fourth stage, there is collective reflection on the practice carried out within the training context. At this point, everyone shares their experiences, reports the dynamics applied in the classroom, highlights key outcomes, and assesses areas for improvement, change, or continuation. Participants also discuss their difficulties and what proved significant in the lesson, receiving feedback and suggestions, among other aspects. Once the four stages are completed, a new cycle can be initiated, considering previous experiences. Our study is in the data collection phase and carrying out teacher education program. There are 12 primary school teachers in this education program. We carry out a complete cycle during the second academic semester of 2023/2024. We will do a second cycle in the first academic semester of 2024/2025. The dynamic of the teacher education program could be reapplied in other contexts, favouring more in-service teachers can be beneficed, improving mathematical learning of their students. Every country needs that more children can be engaged at science, and mathematics. In this way, improving their mathematics learning is critical. The results of this study will illuminate the development of continuing education practices aimed at improving mathematics education in the primary years of schooling. The audience for our study is made up of university professors; researchers in the field of mathematics education interested in understanding practices related to in-service primary teacher education; primary school teacher trainers interested in understanding the potential of creating landscapes of investigation for the teaching of mathematics; teachers (in-service and pre-service) of primary education interested in new pedagogical practices aimed at working with landscapes of investigation in their classes; developers of institutional policies for the continuing education of primary school teachers interested in the discussion of teaching strategies for mathematics in primary education; and ministries of primary education interested in training state primary school teachers.
Inclusão no ensino superior: Experiências, políticas, culturas e práticas
Publication . Freire, Sofia; Núñez-Nogueroles, Eugenia-Esperanza
O ensino superior tem vindo a sofrer profundas transformações, nomeadamente com a sua abertura a estudantes que tradicionalmente não o frequentariam. Contudo, apesar dos avanços já realizados e de ser um desígnio político, nacional e internacional, a diversidade de públicos no ensino superior ainda coloca desafios à efetiva igualdade de oportunidades, continuando a assistir-se à sub-representação de alguns grupos sociais e mantendo-se o problema do insucesso e abandono escolar mais evidente em certos grupos. A inclusão não diz apenas respeito à presença de uma diversidade de grupos sociais nos sistemas educativos, mas também à qualidade das experiências sociais e de aprendizagem que os estudantes vivem nesses sistemas. Numa sociedade democrática que reconhece a todos os cidadãos os mesmos direitos e que reconhece que a educação está intimamente associada à concretização de outros direitos fundamentais, as questões de equidade no acesso e permanência no ensino superior são centrais. Importa então explorar como é que as instituições de ensino superior se podem organizar para responder à diversidade de características e necessidades dos seus públicos. Que desafios se colocam às instituições de ensino superior? Que caminhos podem ser percorridos para dar resposta a estes desafios? Para responder a estas questões, o livro apresenta e discute a temática e o estado da arte, explora a questão das pedagogias inclusivas no ensino superior, identifica e discute barreiras ao nível das políticas, das culturas e das práticas que dificultam a aprendizagem em conjunto com os outros, o envolvimento ativo na sua própria aprendizagem e o desenvolvimento de um sentimento de pertença e de aceitação, apresenta dados empíricos de estudos focados em diferentes populações de estudantes e em diferentes intervenientes do processo educativo, bem como o trabalho desenvolvido por estruturas e serviços de apoio ao estudante com vista a criar condições promotoras de equidade; termina com um capitulo conclusivo, no qual as ideias apresentadas são integradas e discutidas.
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Entidade financiadora
Fundação para a Ciência e a Tecnologia
Programa de financiamento
Concurso de avaliação no âmbito do Programa Plurianual de Financiamento de Unidades de I&D (2017/2018) - Financiamento Base
Número da atribuição
UIDB/04107/2020