Journal articles: 'PORTUGUESE TEACHING SYSTEM'

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Amaral, Mariana, Filipa Matias, Lígia Massena, and Nuno Cardoso. "Undergraduate Teaching in Geriatrics and Pediatrics in Portuguese Medical Schools: An Observational Study." Acta Médica Portuguesa 29, no. 12 (2016): 832. http://dx.doi.org/10.20344/amp.8380.

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Introduction: Motivated by the contracting nature of the Portuguese age pyramid, and thereby the ever increasing geriatric population, the aim of this study was to compare the number of European Credit Transfer and Accumulation System Credits dedicated to Geriatrics with Pediatrics in Portuguese Medical Schools.Material and Methods: An observational, descriptive and cross-sectional study was conducted and included six Portuguese Medical Schools that have six years of training and a total of 360 credits. The study plans were obtained from the medical schools’ websites or requested. Schools were grouped in modular/classic teaching methodology and the courses were categorized in mandatory/optional and specific/related. The credits of Geriatrics and Pediatrics were compared.Results: Four schools had classical methodology and two had a modular one. Overall, they had more credits dedicated to Pediatrics than Geriatrics. Three schools offered mandatory courses specifically oriented to Geriatrics (1.5 - 8 credits) compared to all schools mandatory courses courses on Pediatrics (5.7 - 26.5 credits). The ratio of averages of mandatory specific courses (Pediatrics/Geriatrics) was 12.4 in the classical and 1.5 in the modular group.Discussion: Pediatrics teaching has revealed to be superior to Geriatrics in all categories. Based on our results, we consider the Portuguese Geriatrics’ undergraduate teaching sub-optimal.Conclusion: Nowadays, geriatric population is quantitatively similar to pediatric population. Efforts should be made to adequate Geriatrics teaching to our reality in order to provide a more adequate health care to this age group.

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Duarte, Isabel Margarida. "Vantagens de uma gramática de usos para o Português Europeu. Alguns exemplos de análise de expressões extraídas de usos orais informais." Revista da Associação Portuguesa de Linguística, no. 4 (October 15, 2018): 1–17. http://dx.doi.org/10.26334/2183-9077/rapln4ano2018a32.

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Taking into account the theoretical assumptions that praise the description of the use of the system and not only of the system in abstract, we will defend the need for a grammar of uses for European Portuguese. Such a description implies dealing with the complexity, the gradualness of linguistic phenomena, the compulsory contextualization of discourses, both in discursive genres and in their enunciative circumstances. This description testifies that regularities also exist in use and there should not be an excessive cut between describing the language and describing the use of language. Unlike what happens in Brazilian Portuguese, in European Portuguese there are few researches that focus on these uses, and even less researches that deal with oral productions, namely interactional and informal, based on corpora. It is necessary to pay more attention to the uses, above all to the description of the functioning of the language as discourse updated in certain discursive genres, as the informal conversation. These studies are crucial both for the teaching of Portuguese as a foreign language and as a mother tongue, since describing only the system, the standard variety, generally written, is scientifically reductive and ineffective from the point of view of teaching. But descriptions of uses are also essential for translation studies or contrastive analyzes of both different languages and different varieties of Portuguese. Starting from small research experiences that take place with university students, we propose a research route with corpora of familiar conversations, which try to account for the unguarded oral uses of the language, in an interaction context. Finally, two examples of this working plan will be advanced: that of the presentational marker "é assim" and that of the vague nominal quantifiers, with a function of attenuation and diminution of the speaker's enunciative responsibility, "Um bocado = a bit" and "Um bocadinho = a little." We will conclude by showing how the corpora analysis of informal conversations even allows us to better understand some characteristics of literary texts.

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Vasconcelos, Clara, Fabio Ferreira, Ana Rolo, Beatriz Moreira, and Mariana Melo. "Improved Concept Map-Based Teaching to Promote a Holistic Earth System View." Geosciences 10, no. 1 (2019): 8. http://dx.doi.org/10.3390/geosciences10010008.

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Like some other countries, seldom being sometimes addressed in classes, the Earth system approach is not emphasized enough in Portugal, nor is the interconnection between the geosphere, hydrosphere, atmosphere, and biosphere. To evaluate the Earth system holistic view of a group of 8th grade (13–15 years old) Portuguese students from a public school of the north of Portugal, an improved conceptual map-based to approach Earth system was investigated. After learning about concept mapping, students were asked to collaborate in the production of four conceptual maps regarding each one of the geochemical and biogeochemical cycles, further combining these maps in a common one. Through teamwork-based task, each group was asked to establish relations between the cycles, integrated into each one of the four Earth subsystems. The final combined maps demonstrated that, in the first phase, students had some difficulties in completing the pre-designed improved maps, being more evident in the rock cycle. Contrarily, the food chain cycle revealed fewer mistakes and more appropriate terms were added. In the second phase, the students exhibited difficulties in relating the cycles to the four subsystems and the remaining cycles, drawing many arrows without any kind of connecting words. Nevertheless, in general, students have realized how to build an improved concept map but do not possess a holistic view of the Earth system.

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Santos, Cristiane Prado Scott dos, and Joseli Maria Piranha. "Earth history and evolution of life in curriculum the high school of the State of São Paulo." Terrae Didatica 14, no. 3 (2018): 296–303. http://dx.doi.org/10.20396/td.v14i3.8653529.

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Among the main obstacles to the literacy of the Earth System Sciences, the content organization in official curricula stands out. The knowledge of this science has been shown as fundamental for the formation of citizens who know how to use natural resources regarding environmental questions and life itself. Faced with such issues, the present study has done a documentary analysis of the Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM in Portuguese, or National Curriculum Parameters of Secondary Education) and of the Currículo do Estado de São Paulo (CESP in Portuguese, or School Curriculum of the State of São Paulo), with aim at suggesting effective teaching alternatives for citizens formation. Both the PCNEM and the CESP present contents in a fragmented way through traditional disciplines, such as has been the educational structure in Brazil for decades. The PCNEM suggest an interdisciplinary approach of these contents, while the CESP do not mention this type of approach, but relates skills to be developed to each type of content, and so presents interdisciplinary teaching as valuable. As an alternative to this pedagogical structure, it is proposed that the contents encompassed in the Earth System Science should be treated in an interdisciplinary context, allowing the integrated development of contents and contributing to the teacher’s work.

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Rodrigues, Joel J. P. C., Pedro F. N. João, and Binod Vaidya. "EduTutor." International Journal of Distance Education Technologies 8, no. 4 (2010): 66–80. http://dx.doi.org/10.4018/jdet.2010100105.

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Intelligent tutoring systems are any computer systems encompassing interactive applications with some intelligence that support and facilitate the teaching-learning process. The intelligence of these systems is the ability to adapt to each student throughout his/her learning process. This paper presents an intelligent tutoring system, called EduTutor, created for the web-based Aulanet learning management system (LMS).The system architecture and its main characteristics are described in detail. EduTutor focuses on subjects for the first cycle of studies of the Portuguese primary education system, between the first and the fourth year. Its purpose is to facilitate the perception of the learning process of each student, individually, in a virtual environment, and as a study guide. Furthermore, this intelligent tutor system was designed and its architecture was prepared for being easily integrated in higher levels of studies, different subjects, and different languages. EduTutor was validated with a large set of real cases and is being used, with success, in the Aulanet LMS platform.

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Del Rio, Iria, and Amália Mendes. "Error annotation in the COPLE2 corpus." Revista da Associação Portuguesa de Linguística, no. 4 (November 22, 2019): 225–39. http://dx.doi.org/10.26334//2183-9077/rapln4ano2018a42.

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We present the general architecture of the error annotation system applied to the COPLE2 corpus, a learner corpus of Portuguese implemented on the TEITOK platform. We give a general overview of the corpus and of the TEITOK functionalities and describe how the error annotation is structured in a two-level system: first, a fully manual token-based and coarse-grained annotation is applied and produces a rough classification of the errors in three categories, paired with multi-level information for POS and lemma; second, a multi-word and fine-grained annotation in standoff is then semi-automatically produced based on the first level of annotation. The token-based level has been applied to 47% of the total corpus. We compare our system with other proposals of error annotation, and discuss the fine-grained tag set and the experiments to validate its applicability. An inter-annotator (IAA) experiment was performed on the two stages of our system using Cohen’s kappa and it achieved good results on both levels. We explore the possibilities offered by the tokenlevel error annotation, POS and lemma to automatically generate the fine-grained error tags by applying conversion scripts. The model is planned in such a way as to reduce manual effort and rapidly increase the coverage of the error annotation over the full corpus. As the first learner corpus of Portuguese with error annotation, we expect COPLE2 to support new research in different fields connected with Portuguese as second/foreign language, like Second Language Acquisition/Teaching or Computer Assisted Learning.

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Del Rio, Iria, and Amália Mendes. "Error annotation in the COPLE2 corpus." Revista da Associação Portuguesa de Linguística, no. 4 (October 15, 2018): 225–39. http://dx.doi.org/10.26334/2183-9077/rapln4ano2018a42.

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We present the general architecture of the error annotation system applied to the COPLE2 corpus, a learner corpus of Portuguese implemented on the TEITOK platform. We give a general overview of the corpus and of the TEITOK functionalities and describe how the error annotation is structured in a two-level system: first, a fully manual token-based and coarse-grained annotation is applied and produces a rough classification of the errors in three categories, paired with multi-level information for POS and lemma; second, a multi-word and fine-grained annotation in standoff is then semi-automatically produced based on the first level of annotation. The token-based level has been applied to 47% of the total corpus. We compare our system with other proposals of error annotation, and discuss the fine-grained tag set and the experiments to validate its applicability. An inter-annotator (IAA) experiment was performed on the two stages of our system using Cohen’s kappa and it achieved good results on both levels. We explore the possibilities offered by the tokenlevel error annotation, POS and lemma to automatically generate the fine-grained error tags by applying conversion scripts. The model is planned in such a way as to reduce manual effort and rapidly increase the coverage of the error annotation over the full corpus. As the first learner corpus of Portuguese with error annotation, we expect COPLE2 to support new research in different fields connected with Portuguese as second/foreign language, like Second Language Acquisition/Teaching or Computer Assisted Learning.

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Pinto, Maristela da Silva, and Leticia Rebollo Couto. "Describing, listening and teaching questions and orders´ intonation in mexican, caribbean and castilian spanish to brazilian learners." Journal of Speech Sciences 5, no. 2 (2021): 177–200. http://dx.doi.org/10.20396/joss.v5i2.15073.

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The study intends to present results obtained from a methodology of intonation teaching, based on metacognition assumptions (Flavell, 1976; Gombert, 1992; Ribeiro, 2003). The methodology has five stages labelled as: 1 - learner's awareness of the transfering their mother tongue (LM) into the target foreign language (LEA); 2 - description of the intonational contour of total and partial interrogative utterances; 3-perception; 4-mimetic repetition; 5 - oral production based on careful listening. According to Cortés (2002), intonation is essential to convey messages in an appropriate way, showing an expressive meaning - besides syntactic-semantic aspects- and the meaning of the utterances. According to PINTO (2009), the E / LE learner transfers the intonational pattern of the LM when he or she in he/her LEA. How to teach intonation? This author proposed and applied a methodology of describing and teaching Spanish intonation to undergraduate students of Letras - Portuguese / Spanish, from a public university in Rio de Janeiro. For this study, 18 utterances were written in Spanish as a foreign language, based on the Interactive Atlas of the Spanish intonation. The corpus is composed of 9 utterances in Brazilian Portuguese as L1, both compared to 9 utterances in Spanish as L1, totaling 36 statements. For such data collection, the informants received CD's composed of yes/no questions, confirmatory questions and declarative imperatives of request in the dialect chosen by each student- the Castilian, the Caribbean and the Mexican. Recordings were made at two specific moments: before and after exposure to our methodology of description and intonation teaching. After teaching, we described the utterances phonetically and analyzed them with the aid of PRAAT software and following the Autosegmental Metric (AM) model. After this analysis, we compared the implementation of F0 and the tonal accent of these utterances, in order to check if the learner's accomplishment of the prosodic system undergoes alteration after the work of awareness, description, perception, mimetic repetition and production stuck in attention. We observed in our results that learners, before being submitted to our methodological proposal of intonation description and teaching, transfer characteristic of Brazilian Portuguese contours into the production of Spanish as a foreign language for all listed varieties. This fact confirmed the transfer process. However, when learners are submitted to our methodological proposal, they mostly implement the expected outlines according to the chosen varieties.

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Furtado, Carolina Tizzot de Munhoz, and Ivete Palmira Sanson Zagonel. "O processo de desenvolvimento docente no ensino superior da área de saúde: revisão integrativa." Espaço para a Saúde - Revista de Saúde Pública do Paraná 22 (February 18, 2021): 1–12. http://dx.doi.org/10.22421/1517-7130/es.2021v22.e724.

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The study aimed to highlight the scientific productions about the Faculty Development process in higher education in the health area, from 2009 to 2019. This is an integrative review, performed in the databases: Medical Literature Analysis and Retrieval System Online (MEDLINE); Latin American and Caribbean Literature in Health Sciences (LILACS); and Scientific Electronic Library Online (SciElo), with the descriptors teaching development, education, and medical school. Based on the inclusion criteria, twelve articles (in English and Portuguese) were selected for discussion and results. Three categories emerged: teaching perception; the role of the Higher Education Institution; and training, continuing education and faculty development. It was concluded that, despite a significant increase in Faculty Development programs, much still needs to be done, especially in terms of management, planning, and faculty involvement.

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Costa, Valter, Rosaldo Rossetti, and Armando Sousa. "Simulator for Teaching Robotics, ROS and Autonomous Driving in a Competitive Mindset." International Journal of Technology and Human Interaction 13, no. 4 (2017): 19–32. http://dx.doi.org/10.4018/ijthi.2017100102.

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Interest in robotics field as a teaching tool to promote the STEM areas has grown in the past years. The search for solutions to promote robotics is a major challenge and the use of real robots always increases costs. An alternative is the use of a simulator. The construction of a simulator related with the Portuguese Autonomous Driving Competition using Gazebo as 3D simulator and ROS as a middleware connection to promote, attract, and enthusiasm university students to the mobile robotics challenges is presented. It is intended to take advantage of a competitive mindset to overcome some obstacles that appear to students when designing a real system. The proposed simulator focus on the autonomous driving competition task, such as semaphore recognition, localization, and motion control. An evaluation of the simulator is also performed, leading to an absolute error of 5.11% and a relative error of 2.76% on best case scenarios relating to the odometry tests, an accuracy of 99.37% regarding to the semaphore recognition tests, and an average error of 1.8 pixels for the FOV tests performed.

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Alves, Regina, Teresa Lopes, and José Precioso. "Teachers' well-being in times of Covid-19 pandemic: factors that explain professional well-being." IJERI: International Journal of Educational Research and Innovation, no. 15 (July 29, 2020): 203–17. http://dx.doi.org/10.46661/ijeri.5120.

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This cross-sectional study was aimed to describe and analyse factors related to the professional well-being of Portuguese teachers during the COVID-19 pandemic. A previously validated, anonymous and online questionnaire was applied to a non-probabilistic sample of Portuguese teachers. In addition to the socio-demographic and professional variables, the questionnaire measured subjective and professional well-being, satisfaction with the education system and future perspectives regarding the professional circumstances. The psychometric characteristics of the questionnaire were analysed, the t-test and ANOVA were used to analyse the differences between the main variables and the socio-demographic and professional characteristics, along with the generalized linear model in order to more precisely determine the predicting factors of teachers' professional well-being. The results showed that the majority of respondents have a moderately positive perception of well-being. Teachers were satisfied with the education system before the pandemic. The pandemic has reduced the perception of well-being in the face of the profession, creating some concern among teachers about their professional future. Sex, length of service, well-being, perceptions of teaching difficulties and future perspectives proved to be predictors of professional well-being in times of pandemic. This study provided scientific bases for the development of interventions that improve the professional well-being of teachers, which focus on emotional management and the development of digital skills in teachers with long careers. This piece of research concluded with thorough evidence that there is a need for further and stronger investment in public policies for the reform and, consequently, for the renewal of the teaching class.

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Santos, Isabel M., and Graciete Dias. "A comprehensive internal quality assurance system at University of Minho." International Journal of Quality & Reliability Management 34, no. 2 (2017): 278–94. http://dx.doi.org/10.1108/ijqrm-04-2015-0063.

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Purpose The European Standards and Guidelines (ESG) for quality assurance (QA) adopted at the Bergen Ministerial Meeting in 2005 in the scope of the Bologna process call upon higher education institutions to take up a systematic approach to internal QA. Standard 1.1 of the ESG establishes that institutions should have a policy and associated procedures for the assurance of the quality and standards of their programmes and awards. University of Minho (UMinho) has a longstanding experience on innovative methods for the coordination and management of the teaching and learning processes, including, since 1991, systematic mechanisms for the evaluation of teaching. However, to fulfil the new demands raised by the ESG UMinho felt the need to define a formal institutional quality policy, building upon the existing procedures and mechanisms in order to set up a comprehensive internal QA system (SIGAQ-UM) fully compatible with the ESG. The purpose of this paper is to present the distinctive features of SIGAQ-UM, the procedures involved in its certification by Agency for Assessment and Accreditation of Higher Education (A3ES), as well as on the perceived impact on the university’s activities, including some comments on the difficulties to develop and consolidate a quality culture embedded in all the academic community. Design/methodology/approach Case study approach. Findings SIGAQ-UM is a fully operational comprehensive internal QA system certified by the Portuguese Agency A3ES in January 2013, with considerable impact on the university’s operation. Originality/value Disclosure of best practices on QA in higher education.

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Vieira, Duarte Nuno. "Forensic Medicine And Forensic Sciences in Portugal." Bulletin of Legal Medicine 14, no. 1 (2009): 40–47. http://dx.doi.org/10.17986/blm.2009141689.

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The first legal texts to contain any rules relating forensic medicine expertises in Portugal date back to the 16th century. But the qualitative leap that actually allowed Portuguese Forensic Medicine to develop, bringing it to the stage where it is today, only occurred three centuries later, in the 19th century. Indeed, the first university teaching of forensic medicine appeared in 1836, with independent courses bearing this title, and in 1899 the first official forensic medical services were set up. A number of changes took place thereafter, and throughout the 20th century, always serving to improve the system. They culminated in a thorough reorganisation of the entire framework of forensic medicine in Portugal in the transition from the 20th to the 21st century, more exactly in 2000/1001. This consisted of unifying the Portuguese forensic medical services in a single National Institute of Legal (Forensic) Medicine (“Instituto Nacional de Medicina Legal” - INML). In the following pages we shall concentrate particularly on the present situation of forensic medicine and other forensic sciences in Portugal and on the glimmering future prospects.

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Cortesão, Luiza. "Teachers and ‘resting routines’: Reflections on cognitive justice, inclusion and the pedagogy of poverty." Improving Schools 14, no. 3 (2011): 258–67. http://dx.doi.org/10.1177/1365480211422284.

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This article highlights how school can work as a ‘pressure cooker valve’, contributing to a ‘controlled management’ of processes of exclusion. Schools, sometimes without realizing it, simultaneously promote some practices that lead to greater inclusion and support, and others that effectively result in the exclusion of minorities. This reasoning is illustrated, in the Portuguese context, with data collected in situations that demonstrate not only the different cultural, social and economic backgrounds of the students, but also the homogenizing rigidity and exclusionary effects of the curricula and teachers’ practices. In particular, this paper points to the negative and exclusionary impact of a limited range of teaching and learning opportunities. We affirm the growing social and cultural heterogeneity of students attending Portuguese schools, but argue that they are educated in a system, and by teachers, that usually promote a dominant culture, established as the only one that it is important to acquire. We propose that a true dialogue can only exist if teachers and students soften the barriers between their cultures in order to interact.

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Gerber Hornink, Gabriel. "Journal of Biochemistry Education: disseminating and encouraging the production in Biochemistry and Molecular Biology education." Revista de Ensino de Bioquímica 17 (September 13, 2019): 106. http://dx.doi.org/10.16923/reb.v17i0.886.

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The Journal of Biochemistry Education, called previously the Journal of the Brazilian Journal of Education for Biochemistry and Molecular Biology, created in 2001 within SBBq, aiming at the dissemination of research work in Biochemistry teaching. In 2012, it underwent several transformations, including a new name, change of electronic management system and expansion of scope. In 2015, began receiving articles in Portuguese, English and Spanish. In recent years, we have sought to broaden connections with researchers from other countries, who currently make up the journal's editorial staff. In order to expand the access to the magazine, we planned several actions of dissemination and indexing, including group in Facebook, indexing in several bases, besides registering in libraries. In this sense, we work to have a Journal that contributes to disseminate research in teaching and also (here the differential) to value and disseminate good practices of teachers in primary and higher education, as well as actions of scientific dissemination. During the symposium, we will present some of this history and work of the team that seeks to improve teaching-learning Biochemistry, Molecular Biology and related areas.

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De Oliveira, João Paulo, Rafael Felipe Pszybylski, Marcelo Souza Motta, and Marco Aurélio Kalinke. "An Outlook at the Educational Mobile Apps to the Physics Subjects Available In the Android Operating System." Acta Scientiae 21, no. 3 (2019): 91–111. http://dx.doi.org/10.17648/acta.scientiae.v21iss3id4591.

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The presence of smartphones in the classrooms have been the theme of big debates among those involved in educational spaces. It is undeniable that its inclusion in teaching and learning processes approaches the school to the world where the student is in and an important step to elaborate strategies which involves the smartphones use is to know the educational apps functionalities. In this context, this article is proposed to do a systematic mapping of free educational apps to the physics teaching, available at the Android operating system presented in most smartphones and available at Google Play Store. It was adopted as methodology a systematic mapping organized in four steps. At the first moment the research was made with the use of the word “Physics” and 250 apps were found, the second step was intended to select the apps with physics content in Portuguese, which brought the number of 42 apps. Following, the third step was intended to map the specific apps for the physics subjects, excluding those that present in their content several subjects or only exercises collection, finding, so, 25 apps. Lastly, in fourth step, it was made a description of the apps selected from step 3 with more than 10.000 downloads. What was noticed in the description is that practically none presents the contextualization of physical phenomena or simulations, they only highlight nature theoretical or mathematical descriptions.

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Amorim, Jorge, and Joana Rato. "Learning Styles Myth: what are the views of different professionals in the school context?" revistamultidisciplinar.com 3, no. 2 (2021): 41–47. http://dx.doi.org/10.23882/ne2143.

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The learning styles theory is spread across the education field, despite previous research, especially from cognitive neuroscience, that concluded the lack of empirical support in its use in teaching. In this study, we used a survey to analyse the perception of learning styles in different professionals working in the Portuguese educational system. We recruited 136 participants, between the ages of 22 and 68 years (M=38,5 years; SD=10,51), 95% of them were female. The average of working experience it is 13.8 years (SD= 9.15). We analysed the answers of three groups of professional from different specializations, Teachers (n=42), Psychologists (n=44) and Speech-Language Pathologists (n=50) and no differences were found in their answers since all the groups scored above 80% as they classified as fact the benefits of teaching by learning styles. Our empirical data stand aligned with the scientific literature, suggesting that the learning styles myth is widely present in the school setting, affecting other professions beyond teachers. With this undistinguishable knowledge despite specialization, we discuss this bias's probable impact in the educational contexts.

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Andreu Mediero, Beatriz. "La práctica reflexiva en el Practicum de Historia del Máster de Formación del Profesorado. Reflective practice in the Practicum of History of the Master's Degree in Teacher Training." El Guiniguada 29 (2020): 134–47. http://dx.doi.org/10.20420/elguiniguada.2020.344.

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En el marco del sistema de competencias europeo, este trabajo analiza la importancia de la práctica reflexiva para la enseñanza-aprendizaje de la Historiaen el Prácticum del Máster de Formación del Profesorado, en su especialidad de Geografía e Historia, con el fin de lograr un profesorado intelectualmente comprometido, reflexivo y crítico.Para ello, a través de la investigación cualitativa y la investigación-acción, se pretende: conocer cómo se desarrolla la práctica reflexiva en el modelo de Practicum portugués, concretamente en el Practicum de Historia de la Universidad de Porto, Portugal; analizar el modelo de Practicum de la especialidad de Geografía e Historia de la Universidad de Las Palmas de Gran Canaria, acercándonos a la valoración que el alumnado hace de las prácticas y de la relación entre teoría y práctica, y, por último, reflexionar sobre nuestra propia experiencia docente durante las prácticas del Máster. Within the framework of the European competency system, this work: analyzes the importance of reflective practice for the teaching-learning of Social Sciences, specifically of History, in the Practicumof the Master's Degree in Teacher Training, in its specialty of Geography and History, in order to achieve an intellectually committed, reflective and critical faculty.For this purpose, through qualitative research and action research, we intend to know how reflective practice is developed in the Portuguese Practicummodel, specifically in the History Practicumof the University of Porto, Portugal; analyze the Practicummodel of the Geography and History specialty of the University of Las Palmas de Gran Canaria, approaching students' assessment of practices and the relationship between theory and practice, and finally, reflecting on our own teaching experience during the practices of the Master.

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Almeida, Maria Antónia de Figueiredo Pires de. "Women Mayors in Portugal: A Case Study in Political Representation and Citizenship." Revista de Sociologia e Política 26, no. 68 (2018): 27–42. http://dx.doi.org/10.1590/1678987318266804.

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Abstract Introduction The article presents a historical analysis of the participation of women in Portuguese politics and reveals the positive effects of the introduction of the parity law in 2006. In the 2015 national elections, for the first time one third of the elected the Members of the Portuguese Parliament were women. However, in municipalities there is still a long way to go to reach this level of female political representation. Does the political system limit women’s access only to elected positions? Thus, important questions remain: why are women still a minority in local politics? What obstacles do they encounter? And what can be done to improve the situation? Materials and Methods For this investigation, data were collected on the electronic pages of municipalities and political parties, as well as in the press, to monitor the evolution of the presence of women in Portuguese local government, initially as members of the administrative commissions appointed to manage municipal councils from 1974 to the first elections that took place on December 12, 1976 and then as elected representatives from 1976 to the latest 2017 local elections, comparing this level with central government. Results The study of this group reveals higher educational levels and more specialized jobs among women than among men, particularly in teaching and management. There is also discussion of partisan membership and it is revealed that left-wing parties invest more in women for local government than do right-wing parties. Discussion Although four decades have passed since the democratic regime was established, the representation of women in politics is still incipient. We present some examples of policy actions that can encourage the presence of women in local government and increase their role as active citizens.

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Santos, Carolina Da Costa, Fátima Pereira, and Amélia Lopes. "Efeitos da intensificação do trabalho no ensino superior: da fragmentação à articulação entre investigação, ensino, gestão académica e transferência de conhecimento." Revista Portuguesa de Educação 29, no. 1 (2016): 295. http://dx.doi.org/10.21814/rpe.6820.

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O ensino superior português, atualmente, é marcado por transformações, em consequência da adaptação da educação às mudanças políticas, económicas e sociais do país. Fatores externos, portanto, reconfiguram as preocupações, as estruturas e os objetivos da universidade. Os professores sofrem o impacto dessas mudanças, respondendo a novas exigências e reconstruindo a sua identidade. Este artigo discute a identidade académica e as dimensões do trabalho do professor universitário – ensino, investigação, gestão académica e prestação de serviços à comunidade/transferência de conhecimento – face ao cenário atual de transformações. Recorrendo a narrativas de tipo biográfico e a um grupo de discussão focalizada, o caráter empírico do estudo centra-se na voz de professores da área da Educação de uma universidade pública portuguesa. Os resultados destacam a identidade académica delineada pela intensificação do trabalho e o desejo da articulação entre as dimensões do trabalho docente, visando romper a fragmentação da profissão.PALAVRAS-CHAVEIdentidade académica; Transformações do ensino superior; Intensificação do trabalho docente; (Re)construção da identidade profissional ABSTRACTContemporary higher education is characterized by continuing alterations, as the educational system tends to follow economic, political and social changes in Portugal. In consequence, external factors reconfigure universities concerns, structures and goals. These changes have a considerable impact on academic work while higher education teachers have to respond to new tasks. Therefore, academic identity may be reconstructed. This study aims at understanding the academic identity related with the four areas of academic work – teaching, research, leadership activities and knowledge exchange – in the current changing higher education context. Focus group and biographical narratives were conducted as methodological strategies. The participants were academics of a Department of Education in a Portuguese public university. Results highlight work intensification as a defining feature of academic identity. Through data analysis, it is also possible to identify the desire of articulating the four areas of academic work in order to break up with the work fragmentation.KEYWORDSAcademic identity; Higher education changes; Academic work intensification; Professional identity (re)construction

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Lima, Carlos José Mota de, Raquel Autran Coelho, Melissa Soares Medeiros, Marcos Kubrusly, Edgar Marçal, and Arnaldo Aires Peixoto Júnior. "Desenvolvimento e Validação de um Aplicativo Móvel para o Ensino de Eletrocardiograma." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 157–65. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20190164.

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ABSTRACT Introduction The interpretation of the electrocardiogram (ECG) is fundamental for the identification of cardiovascular diseases, which are among the main causes of death in the world. The acquisition of this competence is essential in the training of the general practitioner and the use of new teaching tools, based on technology such as the use of mobile learning, can facilitate the acquisition of this knowledge. Objectives The objective of this study was to develop and evaluate the usability and the potentiality for the use in medical education of a mobile teaching application for ECG interpretation. Methods With the participation of two health professors and a computer scientist, a systems analyst, a programmer and a graphic designer, a mobile application was developed to teach ECG interpretation using the Java language. For validation analysis, a usability evaluation questionnaire based on the System Usability Scale (SUS) and a questionnaire used to evaluate the suitability of software for use in medical education, previously translated into Portuguese and applied in Brazil, were used. Results The “ECG Fácil” application was developed for off-line use and free access on iOS and Android platforms. In the validation phase of the application, a total of 109 students had free access to the mobile application for 6 weeks and then evaluated usability through a SUS-based questionnaire. The answers to the questionnaire showed good reliability, according to the validation analysis by Cronbach’s alpha coefficient (value: 0.74), and the application presented an excellent acceptance with a mean score on the SUS scale of 85.3. Meanwhile, fifteen faculty members evaluated the application through the questionnaire used to assess the suitability of software for use in medical education, with most agreeing with items indicating that it is suitable for use in medical education. Conclusion The “ECG Fácil” application was considered to be of good usability by students and suitable for educational purpose by teachers. Future studies with this application will be needed to assess the acquisition and retention of knowledge about ECG interpretation by students.

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Da Silva, Emely Pujolli, Kate Mamhy Oliveira Kumada, and Paula Dornhofer Paro Costa. "Analysis of Facial Expressions in Brazilian Sign Language (Libras)." European Scientific Journal, ESJ 17, no. 22 (2021): 1. http://dx.doi.org/10.19044/esj.2021.v17n22p1.

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Brazilian Sign Language (in Portuguese, Libras) is a visuospatial linguistic system adopted by the Brazilian deaf communities as the primary form of communication. Libras are a language of minority groups, thus their research and production of teaching materials do not receive the same incentive to progress or improve as oral languages. This complex language employs signs composed of forms and hands movements combined with facial expressions and postures of the body. Facial expressions rarely appear in sign language literature, despite their being essential to this form of communication. Thereby, this research objectives are to present and discuss sub-categories of the grammatical facial expressions of Libras, with two specific objectives: (1) the building of an annotated video corpus comprehending all the categories identified in the literature of facial expressions in Brazilian sign language; (2) the application of Facial Action Coding System (FACS) (which has its origins as an experimental model in psychology) as a tool for annotating facial expressions in sign language. Ruled by a qualitative approach, the video corpus was carried out with nineteen Libras users (sixteen deaf and three hearing participants) who translated forty- three phrases from Portuguese to Libras. The records were later transcribed with the Eudico Linguistic Annotator software tool. From the analysis of the literature review, it was observed the need to classify facial expression as subcategories of lexical, as intensity, homonyms, and norm. It is believed that it is necessary to expand the studies on facial expressions, favoring their documentation and the description of their linguistic functions. Advances in this sense can contribute to the learning of Libras by deaf students and also by listeners who propose to act as teachers or as translators and interpreters of this language system.

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Lima, Carlos José Mota de, Raquel Autran Coelho, Melissa Soares Medeiros, Marcos Kubrusly, Edgar Marçal, and Arnaldo Aires Peixoto Júnior. "Development and Validation of a Mobile Application for the Teaching of Electrocardiogram." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 157–65. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20190164.ing.

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ABSTRACT Introduction The interpretation of the electrocardiogram (ECG) is fundamental for the identification of cardiovascular diseases, which are among the main causes of death in the world. The acquisition of this competence is essential in the training of the general practitioner and the use of new teaching tools, based on technology such as the use of mobile learning, can facilitate the acquisition of this knowledge. Objectives The objective of this study was to develop and evaluate the usability and the potentiality for the use in medical education of a mobile teaching application for ECG interpretation. Methods With the participation of two health professors and a computer scientist, a systems analyst, a programmer and a graphic designer, a mobile application was developed to teach ECG interpretation using the Java language. For validation analysis, a usability evaluation questionnaire based on the System Usability Scale (SUS) and a questionnaire used to evaluate the suitability of software for use in medical education, previously translated into Portuguese and applied in Brazil, were used. Results The “ECG Fácil” application was developed for off-line use and free access on iOS and Android platforms. In the validation phase of the application, a total of 109 students had free access to the mobile application for 6 weeks and then evaluated usability through a SUS-based questionnaire. The answers to the questionnaire showed good reliability, according to the validation analysis by Cronbach’s alpha coefficient (value: 0.74), and the application presented an excellent acceptance with a mean score on the SUS scale of 85.3. Meanwhile, fifteen faculty members evaluated the application through the questionnaire used to assess the suitability of software for use in medical education, with most agreeing with items indicating that it is suitable for use in medical education. Conclusion The “ECG Fácil” application was considered to be of good usability by students and suitable for educational purpose by teachers. Future studies with this application will be needed to assess the acquisition and retention of knowledge about ECG interpretation by students.

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Gonzalo Delgado, Margarita, and Benito León del Barco. "PROPIEDADES PSICOMÉTRICAS DE LOS INVENTARIOS: TCC Y GRPS DEL INVENTARIO DE BUENAS PRÁCTICAS EN UNIVERSITARIOS." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 2, no. 1 (2016): 537. http://dx.doi.org/10.17060/ijodaep.2014.n1.v2.470.

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Absract:The EEES represents a major shift from traditional educational models in the University education system. The student takes an active role in their learning and the teacher becomes a in the guide the teaching-learning process. Besides this skills related to teamwork and interpersonal relationships (student-student, student-teacher and teacher-teacher ) become more important. In this paper we propose to develop some tools that allow us to evaluate the Student’s Good Practices relating more directly with student-student relationships and cooperative learning. Also deepen the process of adaptation of the Inventory of Good Practices in University Students, original by Chickering and Schlossberg (1995). In the context of the European Higher Education, this questionnaire has been translated into Portuguese and adapted for use with university students by Pinheiro (2007, 2008). Likewise, it has been used to establish intercultural studies, establishing the similarities and differences in the good practices associated with Portuguese and Spanish students (Gonzaga, Gozalo and Pinheiro, 2011). The aim of this study is to estimate the psychometric properties of two scales of the Spanish version of the Inventory of Good Practices in University Students: Work cooperatively with peers and Management of Personal and Social Resources. We have a group of 610 University of Extremadura´s students. Their responses to the inventories was subjected to analysis of reliability and validity: construct validity was assessed using exploratory and confirmatory factor analysis, yielding satisfactory results.Keywords: Evaluation of Good Practice Student, University Education, psychometric study, adapting of instrument process.Resumen:El EEES supone un cambio importante respecto a los modelos educativos tradicionales en el sistema educativo Universitario. El alumno asume un rol activo en el proceso de enseñanza-aprendizaje y el profesor, pasa a ser un facilitador y orientador del mismo. También se promueven competencias relacionadas con el trabajo en equipo y las relaciones interpersonales (alumno-alumno, alumno-profesor y profesor-profesor) adquieren mayor trascendencia. En este trabajo nos proponemos desarrollar algunas herramientas que nos permitan evaluar aquellas Buenas Prácticas del alumno que se relacionan de forma más directa con las relaciones alumno-alumno y el aprendizaje cooperativo. También profundizar en el proceso de adaptación del Inventario de Buenas Prácticas en Estudiantes Universitarios (IBPEU), original de Chickering y Schlossberg (1995). Dentro del contexto del Espacio Europeo de Educación Superior, este cuestionario ha sido traducido al portugués y adaptado para su uso con alumnos Universitarios por Pinheiro, (2007, 2008). De la misma forma, se ha empleado para establecer estudios interculturales, estableciéndose las semejanzas y diferencias en la buenas prácticas asociadas con el aprendizaje alumnos portugueses y españoles (Gonzaga, Gozalo y Pinheiro, 2011). El objetivo del presente estudio es estimar las propiedades psicométricas de dos escalas de la versión española del Inventario de Buenas Prácticas en Estudiantes Universitarios: Trabajar en cooperación con los compañeros y Gestión de recursos personales y sociales. Para ello contamos con un grupo de 610 alumnos de la Universidad de Extremadura. Las respuestas de los estudiantes a estos inventarios serán sometidas a análisis de su fiabilidad y validez: su validez de constructo fue valorada mediante análisis factoriales exploratorios y confirmatorios, obteniéndose resultados satisfactorios.Palabras clave: Evaluación de las Buenas Prácticas del Alumno, Enseñanza Universitaria, estúdio psicométrico, proceso de adaptación de un instrumento

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Seiffert Santos, Saulo Cézar, Alessandra Crystian Engles dos Reis, Cléria Maria Wendling, et al. "Análise dos periódicos qualis/CAPES: visão geral da área de ensino em Ciências e Matemática." Revista Brasileira de Educação em Ciências e Educação Matemática 2, no. 1 (2018): 106. http://dx.doi.org/10.33238/rebecem.2018.v.2.n.1.19423.

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Resumo: No Brasil, a Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) propõe à produção científica, avaliação da qualidade dos periódicos, por meio de um sistema denominado Qualis. Buscamos descrever os periódicos da área de Ensino na especificidade de Educação/Ensino em Ciências e/ou Matemática, presente na edição Qualis CAPES (2013-2016). A partir do estudo dos periódicos A1 a B1 da área de Ensino. Aferimos 506 títulos, desconsiderando duplicidades na plataforma Sucupira. A Análise foi qualitativa e descritiva com uso do Formulário Google. Os dados pesquisados foram relacionados à fundação, disponibilização pela internet, bases de indexadores e citações. Encontramos um quadro de 82 revistas com escopo voltado a área de Ensino de Ciências e Matemática. Do total de periódicos, 46 em Ciências, 27 em Matemática e 9 periódicos Mistos. Os dados foram organizados conforme a caracterização das revistas. Realizamos análise e discussão, e por fim sugerimos recomendações sobre a qualidade.Palavras-chave: Periódicos; Ensino de Ciências; Educação Matemática; Qualis. Analysis of qualis/CAPES periodicals: overview of the area in of Science and Mathematics educationAbstract: In Brazil, the Coordination of Improvement of Higher Education Personnel (CAPES in portuguese) proposes to the scientific production, evaluation of the quality of journals, through a system called Qualis. We seek to describe the journals of the Teaching area in the specificity of Education / Teaching in Science and / or Mathematics, present in the edition Qualis CAPES (2013-2016). From the study of the periodicals A1 to B1 of the Teaching area. We checked 506 titles, disregarding duplications on the Sucupira Platform. Qualitative and descriptive analysis using the Google Form. The data surveyed were related to the foundation, availability by intenet, bases of indexers and citations. We found a table of 82 journals with scope focused on the area ofScience and Mathematics Teaching. Of the total periodicals, 46 in Science, 27 in Mathematics and 9 in Mixed Periodicals. The data were organization according to the characterization of the journals. We carry out analysis and discussion, and finally we suggest recommendations on quality.Keywords: Periodicals; Science Education; Mathematical Education; Qualis.

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Mota, Raquel Martins Fernandes, Luiz Augusto Passos, Cleonice Terezinha Fernandes, and Degmar Francisco dos Anjos. "Revisão Sistemática sobre a Exploração Sexual Comercial de Crianças e Adolescentes." Revista de Ensino, Educação e Ciências Humanas 18, no. 3 (2017): 258. http://dx.doi.org/10.17921/2447-8733.2017v18n3p258-267.

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Revisão sistemática - RS é um processo metodológico que sintetiza resultados de estudos sobre determinado tema. A RS seleciona pesquisas relevantes no âmbito teórico-prático para a pesquisa bibliográfica. A presente RS teve como objetivo conhecer a realidade da ESCCA – Exploração Sexual e Comercial de Crianças e Adolescentes em nosso país em uma perspectiva fenomenológica, a partir do olhar de pesquisas empíricas. Descritores em língua portuguesa foram: exploração sexual comercial, violência sexual contra crianças e adolescentes -abuso sexual contra crianças e adolescentes, tráfico sexual de crianças e adolescentes, turismo sexual, pornografia infantil e pedofilia. Foram encontradas 76 publicações nas bases de dados eletrônicas: Google acadêmico, Scielo e Portal de periódicos da Capes, sendo que 22 estudos preencheram os critérios de inclusão: i) estudos empíricos: ii) entre 1990 e 2011; iii) publicados em Língua Portuguesa; iv) sobre quaisquer tipos de exploração, exclusivamente, para o público de crianças e adolescentes. Constatou-se que a problemática da ESCCA está banhada de pluridimensionalidade, que não se esgota na violência da opressão socioeconômica e de reconhecimento da condição humana; implica na produção de um sistema simbólico gerador de estigma cultural, que traz impactos sobre todas as dimensões do ser com implicações locais, pessoais, políticas e planetária. A partir do diálogo teórico entre as pesquisas empíricas desta RS e estudiosos da área, pode-se concluir que a temática precisa ser aprofundada, em suas especificidades, para que os vulneráveis invisíveis e suscetíveis a todo tipo de violência simbólica da nossa sociedade desigual não permaneçam nesta situação.Palavras-chave: Ensino. Educação. Exploração Sexual Comercial. Violência.AbstractSystematic review - RS is a methodological process that synthesizes results of studies on a given theme. The RS selects relevant research inthe theoretical-practical scope for the bibliographic research. The purpose of this present RS was to know the reality of ESCCA - Commercial Sexual Exploitation of Children and Adolescents in our country in a phenomenological perspective from the perspective of empirical research. Descriptors in Portuguese: sexual violence against children and adolescents, sexual abuse of children and adolescents, sexual trafficking of children and adolescents, sexual tourism, child pornography and pedophilia; 76 publications were found in the electronic databases: Google academic, Scielo and Portal of journals of Capes, 22 studies fulfilled the inclusion criteria: i) empirical studies: ii) between 1990 and 2011; iii) published in Portuguese; iv) on any kind of exploitation exclusively for the public of children and adolescents. It was verified that the ESCCA problem is loaded with multidimensionality, which is not barred with the violence of socioeconomic oppression and recognition of the human condition; It implies the production of a symbolic system that generates cultural stigma, which impacts on all dimensions of being with local, personal, political and planetary implications. From the theoretical dialogue between the empirical researches of this RS and scholars in the area, it can be concluded that the theme needs to be deepened in its specificities, so that the vulnerable individuals which are invisible and susceptible to all kinds of symbolic violence of our unequal society do not remain in this situation.Keywords: Teaching. Education. Commercial Sexual Exploitation. Violence.

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Neumann, Farrah, and Matthew Kanwit. "Acquiring variable commands at home and abroad: Examining optatives and imperatives in L1 and L2 Spanish." Studies in Hispanic and Lusophone Linguistics 13, no. 1 (2020): 79–113. http://dx.doi.org/10.1515/shll-2020-2025.

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AbstractSince many linguistic structures are variable (i. e. conveyed by multiple forms), building a second-language grammar critically involves developing sociolinguistic competence (Canale and Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1(1). 1–47), including knowledge of contexts in which to use one form over another (Bayley and Langman. 2004. Variation in the group and the individual: Evidence from second language acquisition. International Review of Applied Linguistics in Language Teaching 42(4). 303–318). Consequently, researchers interested in such competence have increasingly analyzed the study-abroad context to gauge learners’ ability to approximate local norms following a stay abroad, due to the quality and quantity of input to which learners may gain access (Lafford. 2006. The effects of study abroad vs. classroom contexts on Spanish SLA: Old assumptions, new insights and future research directions. In Carol Klee & Timothy Face (eds.), Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages, 1–25. Somerville, MA: Cascadilla Proceedings Project). Nevertheless, the present study is the first to examine native or learner variation between imperative (e. g. ven ‘come’) and optative Spanish commands (e. g. que vengas ‘come’). We first performed a corpus analysis to determine the linguistic factors to manipulate in a contextualized task, which elicited commands from learners before and after four weeks abroad in Alcalá de Henares, Spain. Their overall rates of selection and predictive factors were compared to local native speakers (NSs) and a control group of at-home learners.Results revealed that the abroad learners more closely approached NS rates of selection following the stay abroad. Nonetheless, for both learner groups conditioning by independent variables only partially approximated the NS system, which was more complex than previously suggested.

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Passarelli, Lílian Ghiuro. "Formando formadores: ensino e avaliação de produção textual em rede municipal." Estudos em Avaliação Educacional, no. x (June 23, 2020): 1. http://dx.doi.org/10.18222/eae.v0ix.6292.

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Este estudo averigua percepções de participantes de formação em contexto sobre ensino e avaliação da produção textual, que tiveram por incumbência constituírem-se como multiplicadores dos docentes de Língua Portuguesa de rede municipal na região Sudeste. A análise dos dados aponta que as percepções dos sujeitos (i) destacam a colaboração como princípio estruturante da formação, compartilhando saberes e experiências entre formandos e formador em interatuação; (ii) espelham o papel da teoria de base sociointeracionista, sustentando a reflexão sobre a prática; (iii) elegem a transformação da prática pelo pressuposto teórico-metodológico da avaliação para a aprendizagem como processo formativo, evidenciando que a qualidade da avaliação do texto do estudante pode ser auferida pela compatibilização da abordagem criterial com as perspectivas experienciais dos sujeitos-professores.Palavras-chave: Avaliação para a Aprendizagem, Formação de Formadores, Produção Textual, Avaliação Formativa Formando formadores: enseñanza y evaluación de la producción textual en la red municipalEste estudio indaga en la percepción de los participantes de formación dentro del contexto de la enseñanza y la evaluación de la producción de textos, que han tenido como objetivo constituirse en multiplicadores de los docentes de Lengua Portuguesa en la red municipal de la región Sudeste. Los análisis de los datos arrojan que en la percepción de los sujetos (i) se destaca la colaboración, como principio estructurante de la formación, compartiendo saberes y experiencia entre el formador y los que se forman; (ii) se refleja el papel de la teoría basada en la interacción social que sostiene la reflexión sobre la práctica; (iii) se elige la transformación de la práctica por el presupuesto teórico-metodológico de la evaluación para el aprendizaje como proceso formativo, evidenciando que la calidad de la evaluación del texto del estudiante, se puede obtener a través de la compatibilización del abordaje criterial con las perspectivas de las experiencias de los sujetos-profesores.Palabras-clave: Evaluación para el Aprendizaje, Formación de Formadores, Producción Textual, Evaluación Formativa Training trainers: textual production teaching and assessment in a municipal education systemThis study examines the perceptions of training participants in a context of textual production teaching and assessment; the participants were being trained to be Portuguese teacher trainers for a municipal education system in Brazil’s Southeast region. The data analysis shows that the participants’ perceptions (i) highlight collaboration as a structuring principle of training, through the sharing of knowledge and experiences between participants and the trainer; (ii) reflect the role of social interactionist theory in supporting reflection about practice; (iii) choose the transformation of practice through the theoretical-methodological assumption of assessment for learning as a training process, thus showing that the quality of assessment of students’ texts can be reached by making the criterial approach compatible with the experiential perspectives of subject-teachers.Keywords: Assessment for Learning, Training of Trainers, Textual Production, Formative Assessment

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Lau, Michelle M. Y. L., Li Hui, and On Leung Shing. "A Multiple Case Study on the Perceived Impacts of the 15-Year Free Education Policy in Macau." International Journal of Chinese Education 3, no. 2 (2014): 223–49. http://dx.doi.org/10.1163/22125868-12340038.

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Former Portuguese colony and now a Special Administrative Region of China, Macau had progressed from following its colonizer and its neighbouring cities, like Hong Kong and Taiwan, to establishing its own education system and being the first in the Greater China region to deliver 15-year free education. The objective of this study was to examine the perceived impacts of this policy on the affordability, accessibility, accountability of early childhood education in Macau. A multiple case study, using quantitative (surveys) and qualitative (interviews) measures, was conducted in four private kindergartens in Macau to understand how the 4 principals, 24 teachers and 119 parents viewed the policy impacts. The results indicated that: (1) across roles, parents were the most supportive of the policy and consistently gave the highest grading amongst the three stakeholders. Principals were the most knowledgeable of the policy, but graded the policy lowest and regarded the government’s financial subsidy as the most insufficient. Teachers were the least optimistic and positive about the impacts of the policy. They felt that teacher qualification and the quality of teaching resources should be further enhanced; (2) Across school types, kindergartens which joined the free education network graded the policy higher and perceived its impacts more positively than the one which did not join; (3) Extra subsidies were suggested by the respondents to cover children’s extra-curricular activities, support from childcare and special education professionals, and school-based curriculum development.

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Machado, Karina, and Maria Iolanda Monteiro. "O IMPACTO DOS RESULTADOS DO SARESP NA AÇÃO DOCENTE NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL." Cadernos de Pesquisa 26, no. 3 (2019): 145. http://dx.doi.org/10.18764/2178-2229.v26n3p145-163.

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Este texto apresenta alguns dados construídos e discutidos durante a pesquisa de mestrado (2015 – 2017), sobre os impactos dos resultados do Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo (SARESP) nas ações pedagógicas dos docentes de uma das unidades escolares na rede de ensino Serviço Social da Indústria (SESI – SP). A partir da análise dos resultados desta avaliação externa, nas edições de 2013 e 2014, no componente de Língua Portuguesa do 2º ano do ensino fundamental, observamos mudanças significativas nos índices de desempenho dos alunos do SESI. A pesquisa, pautada na metodologia qualitativa, contou com a colaboração de um grupo de cinco docentes, dos anos iniciais do ensino fundamental, que, por meio de uma entrevista semiestruturada e de um questionário, compartilharam informações que contribuíram para a análise dos dados. Neste artigo, perpassaremos pelas dimensões da avaliação escolar, com especial atenção à avaliação de sistemas. Apresentaremos uma breve explanação da concepção e da metodologia do ensino da Língua Materna, na rede SESI. E, no que se refere ao SARESP, optamos por dar voz às professoras. Transcrevemos fragmentos das entrevistas que demonstram o entendimento sobre a aplicabilidade desta avaliação. A análise dos resultados, para e com a equipe, resultou na prática do uso de simulados, para treino dos alunos.THE IMPACT OF SARESP RESULTS ON TEACHING ACTION IN ELEMENTARY SCHOOL EARLY YEARSAbstractThis text presents some data constructed and discussed during the master's research (2015-2017) about the impact of results in the Evaluation System of Academic Achievement of São Paulo State (SARESP) on teachers’ pedagogical actions in one of the educational units of Industry Social Service (SESI - SP). From the analysis of results of this external evaluation, in 2013 and 2014 editions in Portuguese Language component of elementary school 2nd grade, we observed significant changes in the performance indexes of SESI students. The research, based on the qualitative methodology, with a group of five teachers from elementary school early years, who collaborated through a semi-structured interview and a questionnaire, shared information that contributed to the data analysis. In this article we will go through the school assessment dimensions, with particular attention to the evaluation systems, we will present a brief explanation of the conception and methodology of Native Language teaching in SESI system and, as regard to SARESP, we decided to hear the teachers. We transcribed fragments of the interviews demonstrating the understanding about the applicability of this evaluation. The analysis of results, for and with the team, resulted in the practice of using simulations for training students.Keywords: Evaluation. SARESP. Native Language. SESI SystemEL IMPACTO DE LOS RESULTADOS DEL SARESP EN LA ACCIÓN DOCENTE EN LOS AÑOS INICIALES DE LA ENSEÑANZA PRIMARIAResumenEste texto presenta algunos datos construidos y discutidos durante la investigación de maestría (2015 – 2017), sobre los impactos de los resultados del Sistema de evaluación del rendimiento Escolar del Estado de São Paulo (SARESP) en las acciones pedagógicas en una de las unidades escolares de la red de enseñanza del Servicio Social de la Industria (SESI – SP). A partir del análisis de los resultados de esta evaluación externa, en las ediciones de 2013 y 2014 en el componente de Lengua Portuguesa del 2º año primario, observamos cambios significativos en los índices de desempeño de los alumnos del SESI. La investigación, basada en la metodología cualitativa, contó con la colaboración de un grupo de cinco docentes de los años iniciales de la enseñanza primaria, que, por medio de una entrevista semiestructurada y de un cuestionario, compartieron informaciones que contribuyeron para el análisis de los datos. En este artículo atravesaremos por las dimensiones de la evaluación escolar, con especial atención a la evaluación de sistemas, presentaremos una breve explicación de la concepción y de la de enseñanza de la Lengua Materna en la red SESI y, lo que se refiere al SARESP, optamos por dar voz a las profesoras. Transcribiremos fragmentos de las entrevistas que demuestran el entendimiento sobre la aplicabilidad de esta evaluación. El análisis de los resultados para y con su la equipe, resultó en la práctica del uso de simulados, para el preparo de los alumnos.Palabras-clave: Evaluación. SARESP. Lengua materna. Red SESI.

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Lopes, Sara Mónico, Isabel Beato, Luisa Pimentel, and Cezarina Maurício. "A ADAPTAÇÃO A CONTEXTOS DE ENSINO A DISTÂNCIA POR ESTUDANTES SENIORES DE UMA INSTITUIÇÃO DE ENSINO SUPERIOR PORTUGUESA, NUMA CONJUNTURA PANDÉMICA." Revista Conhecimento Online 1 (January 11, 2021): 193. http://dx.doi.org/10.25112/rco.v1i0.2407.

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RESUMOA pandemia por SARS-CoV-2 colocou grandes desafios às instituições de ensino superior (IES), e o Politécnico de Leiria não ficou imune a esta crise. Num contexto em que a educação ao longo da vida faz parte das agendas políticas nacionais e internacionais, as instituições de ensino superior portuguesas têm vindo a reconhecer a importância desse paradigma, proporcionando momentos formativos e de partilha intergeracional para públicos diversificados. Com este artigo pretende-se perceber o processo de adaptação a contextos de ensino a distância pelos estudantes de uma formação sénior - o Programa 60+, do Politécnico de Leiria -, perante a situação pandémica. A partir de um estudo de caso, de contornos descritivo-exploratório, procuramos refletir sobre os processos de mudança de um sistema de ensino tradicional e presencial para a utilização de metodologias de ensino e aprendizagem suportadas por ferramentas digitais. Participaram no estudo 35 estudantes seniores inscritos no 2º semestre do ano letivo 2019/2020. Concluiu-se que a maioria dos respondentes sentiu dificuldades na adaptação ao novo contexto que se impôs de forma inesperada. Mais de metade não participou nas atividades a distância e afirma preferir as atividades presenciais. Dos que participaram nas atividades a distância, a maioria não sentiu dificuldade no acesso às plataformas e na utilização das ferramentas digitais, o que permite evidenciar a importância da formação neste domínio. Resultados que vão ao encontro das orientações nacionais e internacionais para a adoção de estratégias que promovam a literacia digital.Palavras-chave: Educação ao longo da vida. Ensino a distância. Seniores.ABSTRACTThe SARS-CoV-2 pandemic posed major challenges for higher education institutions (HEIs) and the Polytechnic of Leiria was not immune to this crisis. In a context in which lifelong education is part of national and international political agendas, Portuguese higher education institutions have been recognizing the importance of this paradigm, providing training and intergenerational moments of sharing for diverse audiences. This article intends to understand the adaptation process to home online schooling by students of a senior training - the Program 60+, from the Polytechnic of Leiria -, in the face of the pandemic situation. Based on a descriptive-exploratory case study, we seek to reflect on the process of changing from a traditional and face-to-face teaching system to the use of teaching and learning methodologies supported by digital tools. Thirty-five senior students, enrolled in the second semester of the academic year 2019/2020, participated in the study. We concluded that most subjects experienced difficulties in adapting to the new context that was imposed upon themselves unexpectedly. More than half did not participate in the proposed online activities and claim to prefer face-to-face activities. The majority of those who participated in the online activities did not experience difficulties in accessing the platforms and in the use of digital tools, which highlights the importance of training in this sort of learning. These results are in line with the national and international guidelines for the adoption of strategies that promote digital literacy.Keywords: Lifelong education. Distance learning. Seniors

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Lopes, Sara Mónico, Isabel Beato, Luisa Pimentel, and Cezarina Maurício. "A ADAPTAÇÃO A CONTEXTOS DE ENSINO A DISTÂNCIA POR ESTUDANTES SENIORES DE UMA INSTITUIÇÃO DE ENSINO SUPERIOR PORTUGUESA, NUMA CONJUNTURA PANDÉMICA." Revista Conhecimento Online 1 (January 11, 2021): 193. http://dx.doi.org/10.25112/rco.v1i0.2407.

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RESUMOA pandemia por SARS-CoV-2 colocou grandes desafios às instituições de ensino superior (IES), e o Politécnico de Leiria não ficou imune a esta crise. Num contexto em que a educação ao longo da vida faz parte das agendas políticas nacionais e internacionais, as instituições de ensino superior portuguesas têm vindo a reconhecer a importância desse paradigma, proporcionando momentos formativos e de partilha intergeracional para públicos diversificados. Com este artigo pretende-se perceber o processo de adaptação a contextos de ensino a distância pelos estudantes de uma formação sénior - o Programa 60+, do Politécnico de Leiria -, perante a situação pandémica. A partir de um estudo de caso, de contornos descritivo-exploratório, procuramos refletir sobre os processos de mudança de um sistema de ensino tradicional e presencial para a utilização de metodologias de ensino e aprendizagem suportadas por ferramentas digitais. Participaram no estudo 35 estudantes seniores inscritos no 2º semestre do ano letivo 2019/2020. Concluiu-se que a maioria dos respondentes sentiu dificuldades na adaptação ao novo contexto que se impôs de forma inesperada. Mais de metade não participou nas atividades a distância e afirma preferir as atividades presenciais. Dos que participaram nas atividades a distância, a maioria não sentiu dificuldade no acesso às plataformas e na utilização das ferramentas digitais, o que permite evidenciar a importância da formação neste domínio. Resultados que vão ao encontro das orientações nacionais e internacionais para a adoção de estratégias que promovam a literacia digital.Palavras-chave: Educação ao longo da vida. Ensino a distância. Seniores.ABSTRACTThe SARS-CoV-2 pandemic posed major challenges for higher education institutions (HEIs) and the Polytechnic of Leiria was not immune to this crisis. In a context in which lifelong education is part of national and international political agendas, Portuguese higher education institutions have been recognizing the importance of this paradigm, providing training and intergenerational moments of sharing for diverse audiences. This article intends to understand the adaptation process to home online schooling by students of a senior training - the Program 60+, from the Polytechnic of Leiria -, in the face of the pandemic situation. Based on a descriptive-exploratory case study, we seek to reflect on the process of changing from a traditional and face-to-face teaching system to the use of teaching and learning methodologies supported by digital tools. Thirty-five senior students, enrolled in the second semester of the academic year 2019/2020, participated in the study. We concluded that most subjects experienced difficulties in adapting to the new context that was imposed upon themselves unexpectedly. More than half did not participate in the proposed online activities and claim to prefer face-to-face activities. The majority of those who participated in the online activities did not experience difficulties in accessing the platforms and in the use of digital tools, which highlights the importance of training in this sort of learning. These results are in line with the national and international guidelines for the adoption of strategies that promote digital literacy.Keywords: Lifelong education. Distance learning. Seniors

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Müller Pograjc, Blažka, and Jasmina Markič. "Nasal vowels and diphthongs in European Portuguese: a problem for Slovene speakers." Linguistica 57, no. 1 (2017): 243–54. http://dx.doi.org/10.4312/linguistica.57.1.243-254.

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Portuguese, a Romance language, and Slovene, a Slavic language, are distant in the geographical, historical, cultural and linguistic senses. There are not many contrastive studies of these two languages, and even fewer in the phonetic-phonological field. The present work is limited to the study of standard European Portuguese (PE) and aims to address one of the major problems in teaching Portuguese phonetics to Slovene speakers: the correct production of Portuguese nasal vowels.After a contrastive presentation of the vowel systems of both languages, the study is limited to Portuguese nasal vowels and diphthongs, which do not exist in Slovene. The analysis of Portuguese vowels is fundamentally related to the position of the accent: stressed vowels and pretonic, postonic or final vowels. The nasal vowels are presented in smaller numbers than the oral ones and do not occur in postonic syllables, except in some diphthongs. This work presents the analysis of a practical survey carried out in Portuguese classes for Slovene students of level A at the University of Ljubljana and is focused on the production of nasal vowels by Slovene speakers. The objective is to highlight the errors produced, to look for the causes in order to improve the teaching of this aspect of the phonetics and phonology of the European Portuguese.

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Costa Chahini, Thelma Helena, Ana Karina Verde Sampaio Mendes, and Naysa Christine Serra Silva. "Relevance of Learning Brazilian Sign Language to The Socialization of Deaf People." International Journal for Innovation Education and Research 8, no. 9 (2020): 331–40. http://dx.doi.org/10.31686/ijier.vol8.iss9.2638.

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Through Law nº 10.436 of April 24, 2002, the Brazilian Sign Language (LIBRAS) was made official as a way of communication and expression. From it, the visual-motor language system, with its own grammatical structure, constitutes a language system for transmitting ideas and facts, originating from deaf people communities in Brazil. The Brazilian Law for the Inclusion of Persons with Disabilities (Law nº 13.146 of July 6, 2015) establishes, among others, the provision of bilingual education, with LIBRAS as the first language, and the writing mode of Portuguese as a second language in bilingual schools and classes, as well as in inclusive schools. Within this context, a descriptive exploratory research was conducted at the Center for the Training and Support of Deaf People (CAS), in São Luís/MA. We aimed at investigating the relevance of learning Brazilian Sign Language in the socialization of deaf people, considering the perception of CAS students. Ten deaf students who were currently learning LIBRAS at the Center participated in the study, out of which seven were males and three were females aged between 17 and 36 years old. Data were collected through semi-structured interviews, considering the ethical procedures involving human beings. Results indicated that deaf students learning LIBRAS at CAS do so due to a number of reasons, such as communicating with hearing people, learning, working, having autonomy, being able to leave home, making friends, and spending time with other people. Within this context, the LIBRAS interpreter is of great relevance to the social, educational and professional inclusion of deaf people, as well as a communication mediator between deaf and hearing people. However, the LIBRAS teaching-learning process still requires a more efficient socialization and/or operationalization, aiming to reach society in general, and to include deaf people, thus breaking up myths, stigmas, prejudices, discriminations and unfavorable social actions related to the disability and their human potential. Employing a sensitive look and listening to the exclusion situations many deaf people are suffering is urgently needed to safeguard the respect to the human being and to the deaf people’s culture.

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Drzazgowska, Joanna. "Os problemas no ensino e na aprendizagem dos tempos passados do modo indicativo da língua portuguesa: o caso dos alunos polacos." BELT - Brazilian English Language Teaching Journal 10, no. 1 (2019): 33210. http://dx.doi.org/10.15448/2178-3640.2019.1.33210.

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The aim of this paper is to demonstrate certain problems occurring in teaching and learning past tenses in Portuguese by Polish students. The study will present primarily some questions related to the category of tense and category of aspect in the Polish and Portuguese languages. The basic differences between both systems, which make the acquisition of the Portuguese past tenses by Polish students difficult, will also be underlined. At the same time, the analysis of some of the grammars and books for learning Portuguese as Foreign Language will be conducted. The aim of the analysis will be to verify if the material regarding the past tenses allows the students to systematize their knowledge on the topic.

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Sin, Cristina, Orlanda Tavares, and Sónia Cardoso. "Assessing the quality of third mission activities in Portuguese universities." Revista Espaço Pedagógico 26, no. 1 (2018): 33–46. http://dx.doi.org/10.5335/rep.v26i1.8439.

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Since 2009, Portuguese higher education institutions have been developing their own internal quality assurance systems and policies as a result of the reforms of higher education quality assurance in Europe and Portugal. This paper analyses how far Portuguese universities, within the remit of their internal quality assurance systems, define and employ mechanisms and procedures in order to assess the quality of their third mission activities. The analysis was conducted on documents submitted by institutions to the Portuguese Agency for the Assessment and Accreditation of Higher Education (A3ES) under the institutional evaluation process. Findings suggest that although the analysed Portuguese institutions apparently embrace the third mission, the quality assurance of this core activity is still in an embryonic stage of development. This suggests that quality assurance systems need to be developed so as to integrate the various core missions of an institution (e.g. teaching and learning; research and third mission), ensuring they receive similar levels of consideration.

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Soares, Nelson, Luísa Dias Pereira, João Ferreira, Pedro Conceição, and Patrícia Pereira da Silva. "Energy efficiency of higher education buildings: a case study." International Journal of Sustainability in Higher Education 16, no. 5 (2015): 669–91. http://dx.doi.org/10.1108/ijshe-11-2013-0147.

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Purpose – This paper aims to propose an energy efficiency plan (with technical and behavioural improvement measures) for a Portuguese higher education building – the Teaching Building of the Faculty of Economics of the University of Coimbra (FEUC). Design/methodology/approach – The study was developed in the context of both the “Green Campus – Challenge for Energy Efficiency in Higher Education” and the Energy for Sustainability Initiative of the University of Coimbra, Portugal. An energy audit was conducted based on the analysis of the energy consumption profiles. A monitoring campaign was carried out to measure and disaggregate the electricity consumption. The consumption of natural gas and water were also assessed. The building envelope and the heating and lighting systems were also evaluated. Some patterns of energy-environmental behaviours of the academic community were investigated through a Web-based survey. Findings – The energy efficiency plan contemplates short-term tangible/intangible actions. It also considers the investment and payback period of the tangible measures. The implementation of three improvement measures in the lighting system would lead to a consumption reduction of about 26,123 kWh/year, avoiding the emission of 3,704 KgCO2/year, for an initial cost of 9,920 (payback period of 3.7 years). Research limitations/implications – Results are restricted to the case study and there are limitations in their generalisation outside of their context. However, they show some broadly implications and trends that have relevance for the higher education sector. This paper highlights the importance of engaging students, faculty and technical staff for working together on the assessment of the energy efficiency of the buildings where they study and work. Social implications – The higher education sector holds important functions in educating the next generation of professionals for a sustainable culture. The categories of activities described in this paper are good examples of what can be done within the academic community for acting towards sustainability. The results also pointed out that making users aware of their energy consumption is a priority towards the energy efficiency in higher education buildings. Originality/value – Reductions on energy consumption are expected if the energy efficiency plan would be implemented. The results of the behavioural study were presented to the FEUC’s board of directors to be integrated in the “Good Practices Manual on Water and Energy Management”.

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Saito, D. S., and Vania Ribas Ulbricht. "Learning Managent Systems and Face-to-Face Teaching in Bilingual Modality (Libras/Portuguese)." IEEE Latin America Transactions 10, no. 5 (2012): 2168–74. http://dx.doi.org/10.1109/tla.2012.6362362.

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Martins, Jorge Tiago, and Miguel Baptista Nunes. "Exploring Portuguese Academics' Understanding of Ownership and Intellectual Property of Online Educational Materials." Journal of Organizational and End User Computing 28, no. 4 (2016): 33–54. http://dx.doi.org/10.4018/joeuc.2016100103.

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This article presents the results of an exploratory study that investigates how academics perceive the impact of e-learning systems in the ownership and intellectual property of educational materials. It has been inductively discovered that academics are uncomfortable with the idea of uncontrolled pick up and use of educational resources by third parties, including the institutions they are affiliated with. The main reasons for this mistrust are associated with perceptions of ownership and intellectual property, resources integrity and perceived insufficient institutional support. Two suggestions are advanced to counter academics' mistrust about making educational materials available through e-learning systems: (i) the institutional recognition and accreditation of the development of high-quality online teaching resources; (ii) and the clarification of legal ambiguities concerning this type of ownership and intellectual property, through the creation of clear institutional rules and negotiation of institutional policies.

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Filipa Santos Mateus, Raquel, Maria Helena Lopes Damiao da Silva, and Mª Isabel Ferraz Festas. "UM PROGRAMA DE EDUCAÇÃO ESTÉTICA E ARTÍSTICA NO 1.º CICLO DO ENSINO BÁSICO." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 2, no. 1 (2016): 233. http://dx.doi.org/10.17060/ijodaep.2014.n1.v2.435.

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Abstract:AN AESTHETIC AND ART EDUCATION PROGRAM IN ELEMENTARY EDUCATIONThe aesthetic and artistic education is a declared purpose in Portuguese educational system, and is commonly accepted its importance in the development of the personality, as an area of knowledge, which requires capture, interpretation and fruition of the subject, who involves in the (re)construction of meanings (Bronowsky, 1983). Lots of empirical data show that this area contributes to the integrated development of affective, cognitive and motor abilities (Delacruz et al, 2009), allowing the access of multiple skills, such as the integration of different languages, which allow a critical reading of the world (Marques, 2011). However, its implementation is relegated to second rank in relation to other disciplinary areas. Seeking redress this dissent was created and implemented the Aesthetic and Art Education Program, which is based in a specific conceptualization (fruition-contemplation, interpretation-reflection, experimentation-creation) and mobilizes several institutions and multiple educational agents. To consolidate this Program in school context was developed a Training Programme for Teachers. Our approach focuses in the elementary education, in which the Aesthetic and Art Education Program is materialized in the disciplinary area of Expressions: Plastic Arts and Visual Education, Musical Education and Expression, Theatre Expression/Drama and Dance (Department of Basic Education at the Ministry of Education, 2004). It is an approach that is realized through the pedagogical-didactic of the implementation of the Program and by the evaluation of its impact, in terms of learning (student´s development) and teaching (teacher´s performance). Our study is in an exploratory stage, materialized in semi-structured interviews to teachers. However, the firs results show that the subjects consider the aesthetic and artistic education essential to the student´s development, but the hourly amount associated to it is not enough. The participants also underline that the curricular program in the area of Expressions needs to be suitable in relation to the school context.Keywords: Aesthetic and Art Education Program, Elementary Education, ExpressionsResumo:A educação estética e artística constitui um propósito do sistema de ensino português, sendo aceite a sua importância na formação da personalidade, como área de conhecimento que requer captação, interpretação e fruição do sujeito que, de modo muito particular, se envolve na (re)construção de significados (Bronowsky, 1983). Vários dados empíricos demonstram que esta área contribui para o desenvolvimento integrado de capacidades afetivas, cognitivas e motoras (Delacruz et al, 2009), possibilitando o acesso a uma pluralidade de saberes, bem como a integração de linguagens diferenciadas, que permitem uma leitura crítica do mundo (Marques, 2011). No entanto, a sua concretização é frequentemente secundarizada no currículo relativamente a outras áreas curriculares. Procurando colmatar este dissenso, foi construído e implementado o Programa de Educação Estética e Artística, que assenta numa conceptualização precisa (fruição-contemplação, interpretação-reflexão e experimentação- criação), e mobiliza, a nível nacional, várias instituições, envolvendo uma multiplicidade de agentes educativos. Para consolidar este Programa em contexto escolar, foi desenvolvido um Plano de Formação de Professores. A nossa abordagem centra-se no 1.º Ciclo do Ensino Básico, onde o Programa de Educação Estética e Artística se concretiza na área disciplinar de Expressões – Expressão Plástica e Educação Visual, Expressão e Educação Musical, Expressão Dramática/Teatro e Dança (Departamento da Educação Básica do Ministério da Educação, 2004). Trata-se de uma abordagem que se concretiza no acompanhamento pedagógico-didático da aplicação desse Programa e na avaliação do seu impacto, tanto em termos de aprendizagem (do desenvolvimento dos alunos) como de ensino (no desempenho dos docentes). Estando numa fase exploratória, concretizada em entrevistas semi-estruturadas a professores, os primeiros resultados indicam que estes sujeitos consideram que a educação estética e artística é essencial para o desenvolvimento dos alunos, mas a carga horária que lhe está destinada não é suficiente. Salientam, ainda, que o programa curricular no âmbito das Expressões necessita de adequação aos terrenos educativos.Palavras-Chave: Programa de Educação Estética e Artística, 1º Ciclo do Ensino Básico, Expressões

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Medina, Joao Paulo Sabadin Santos T., Suellen Martins Medina, and Ekaterina A. Budnik. "LINGUISTIC ERRORS OF BRAZILIAN STUDENTS WHEN LEARNING RUSSIAN AS A FOREIGN LANGUAGE (BASIC LEVEL)." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 505. http://dx.doi.org/10.17770/sie2020vol5.5097.

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The article examines the errors in the basic level regarding the interference of the Portuguese language when Brazilian students learn Russian as a foreign language and offers the methodic to predict and avoid them. For this, authors compare the phonetic systems of Russian and Brazilian Portuguese as well as the main grammar units and structures that form the linguistic minimum on the basic level. Then, using the comparative analysis the errors in the students’ speech are predicted and interpreted. The results of theoretical comparison are compared to the actual and real errors. In the phonetic plan authors figure out significant difference in the signs of hardness, softness, place of articulation, mode of articulation and nasalization, and not big difference in acoustic signs and duration of sounds. In the grammatical field the results point out to a new and optimal order in teaching the cases. Also the necessity to adapt different grammar understanding of Russian verbal structure to the Brazilian one is described regarding the preposition and type of complement and the verb aspects. Authors developed exercises to help students overcome such errors more efficiently and in less time.

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Sobrinho, Alex Moura, Fernando Barradas Vessio, Elaine Becatti, and Paulo Sergio Garcia. "Uma avaliação da percepção dos professores de ciências frente às políticas de avaliação e de responsabilização no brasil." Revista Brasileira de Educação em Ciências e Educação Matemática 1, no. 1 (2017): 149. http://dx.doi.org/10.33238/rebecem.2017.v.1.n.1.18566.

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Resumo: As concepções neoliberais das últimas décadas trouxeram reorganizações na gestão de políticas sociais, em geral, e de educação, em particular. Neste contexto surgiram políticas de privatização, de municipalização, de qualidade total, de avaliação em larga escala (ALE) e de responsabilização, entre outras. Essas duas últimas já estão bem difundidas no Brasil, causando limitações e consequências, mesmo que não intencionais, para o Ensino de Ciências, à medida que o foco dessas ALE está centrado nas áreas de Português e Matemática. Este estudo identifica e analisa a percepção de um grupo de professores de Ciências do Ensino Fundamental, ciclo final, sobre essas políticas de ALE na região do grande ABC Paulista, uma das áreas do Brasil que apresenta altos índices sociais e econômicos. Entrevistas e análise documental foram utilizadas para coletar dados em um estudo de caso com a participação de 49 professores, que expressaram suas percepções frente a esta situação posta. Os dados revelaram que a busca por melhores posições nos indicadores de desempenho em nível nacional, (IDEB), ou estadual (IDESP) têm induzido os sistemas educacionais e os gestores escolares a valorizarem mais as disciplinas de Português e Matemática, endereçando mais recursos a essas áreas, pois uma colocação adequada nesses indicadores significa que a escola será mais valorizada e reconhecida perante à comunidade. Esses resultados podem possibilitar reflexões entre as autoridades políticas e educacionais e entre os gestores escolares. Esses dados também podem ser utilizados no contexto da universidade, na formação inicial e continuada de docente.Palavras-chave: Políticas educacionais; Avaliação; Responsabilização; Professores de ciências. An evaluation of science teacher’s perception before the evaluation and responsibility policies in brazilAbstract: The neoliberal conceptions of the last decades have brought about reorganizations in the management of social policies, in general, and of education, in particular. In this context, privatization, municipalization, total quality, large-scale evaluation (LSA) and accountability policies emerged. These last two are already well-known in Brazil, causing limitations, and even unintentional consequences, for Science Teaching, as the focus of these LSA is centered in the areas of Portuguese and Mathematics. This study identifies and analyzes science teachers’ perception (group from Elementary School, final cycle), on these LSA policies in the region of the great ABC Paulista, one of the Brazilian areas that presents high social and economic indexes. Interviews and documentary analysis were used to collect data in a case study with Science teachers (N=49), who expressed their perceptions regarding this situation. The data revealed that the search for better positions in national (IDEB) or state (IDESP) performance indicators has induced educational systems and school managements to value much more Portuguese and Mathematics subjects, using (sending) more resources to these areas, since an adequate placement in these indicators means that school will be much more valued and recognized by its community. These results can enable reflections among political and educational authorities and school managers. These data can also be used in the context of the university, in pre and in-service teacher education.Keywords: Educational policies; Evaluation; Accountability; Science teachers.

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SILVA, Adelaide Hercília Pescatori. "APONTAMENTOS PARA O ENSINO DO SISTEMA SONORO DO PB." Trama 15, no. 34 (2019): 3–17. http://dx.doi.org/10.48075/rt.v15i34.21768.

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Este artigo visa a contribuir para o ensino de português brasileiro (PB) como língua estrangeira. Para tanto, segue dois argumentos: o de que a língua é um sistema adaptativo complexo – o que implica a necessidade de se conspirarem variáveis extralinguísticas no processo de ensino-aprendizagem em interação com variáveis linguística - e o de que é preciso conhecer a estrutura fonético-fonológica do PB e da língua materna dos aprendizes, para que se possa desenvolver uma abordagem próxima à realidade desses aprendizes. Para embasar tais argumentos, lançamos mão de dados português brasileiro produzidos por falantes nativos de crioulo haitiano e analisados acusticamente.REFERÊNCIASAlbano, E. C. O gesto e suas bordas – esboço de fonologia acústico-articulatória do português brasileiro. Campinas: Mercado de Letras/FAPESP, 2001.ALVES, U.K.; BRISOLARA, L.B.; PEROZZO, R.V. Curtindo os sons do Brasil – Fonética do Português do Brasil para Hispanofalantes. Lisboa: Lidel, 2017.Becker, M.R. Inteligibilidade da lingua inglesa sob o paradigma de língua franca: percepção de discursos de falantes de diferentes L1s por brasileiros. Tese de doutorado. Inédita. UFPR. 2013.Beckner, C. et al. Language is a complex adaptative system: position paper. Language Learning, v. 59, n. 1, p. 1-26, dez. 2009.Cadely, J.R. Haiti: the politics of language. Journal of Teaching and Education, 1(3):389–394, 2012.CADELY, J. R.. Les sons du Creòle haïtien. The Journal of Haitian Studies, 9 (2): 4-41, 2004.Celce-Murcia, M.; Brinton, D.M.; Goodwin, J.M.; Grainer, B. Teaching pronunciation: a course book and reference guide. Cambridge: Cambridge University Press, 2010.Chan, S. Complex Adaptative Systems. Research Seminar in Engineering Systems. October 31, 2001/November 6, p. 1-9, 2001.DOVE, L. How does a forest fire benefit living things? DISPONÍVEL em https://science.howstuffworks.com/environmental/green-science/how-forest-fire-benefit-living-things-2.htm. ACESSO em 18/02/2019.MAJOR, R. C. Transfer in second language phonology. In: EDWARDS, J. G. H; ZAMPINI, M. L. Phonology and Second Language Acquisition. Philadelphia: John Benjamins, 2008.SCHMICHECK, J. V. Produção de taps e laterais do PB por falantes de kreyòl. Relatório de Pesquisa de Iniciação Científica. Inédito. Universidade Federal do Paraná. 2018.Silva, A.H.P. Caracterização acústica de [r], [ɾ], [l] e [ʎ] nos dados de um informante paulistano. Cadernos de Estudos Linguísticos, 37:51-6, 1999.Silva, A. H. P. As fronteiras entre fonética e fonologia e a alofonia dos róticos iniciais em PB: dados de dois informantes do sul do país. Tese de doutorado. Inédita. Universidade Estadual de Campinas. 2002.Silva, A.H.P. Uma ferramenta para o ensino do acento primário do PB para falantes nativos do crioulo haitiano. Organon, 30 (58): 175-191, 2015.Tardieu, G.M. Gramè Kreyòl. Kopivit-Laksyon Sosyal, 2013. Recebido em 18-02-2019.Aceito em 21-02-2019.

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Pinheiro, Margarida M. "O desempenho da investigação em gestão em Portugal: Algumas causas e consequências." education policy analysis archives 25 (October 2, 2017): 103. http://dx.doi.org/10.14507/epaa.25.2895.

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Motivated by literature reviews of quality assurance systems, scientific research, academic recognition and academic activity, the aim of this paper is to identify the causes and consequences of research performance in management that occurs in Portuguese universities. This empirical analysis involved data collection from curricular files compulsorily submitted to the national Agency for Assessment and Accreditation of Higher Education. Data refers to the one and only national census for quality accreditation. Logistic regression, cluster analysis and optimal scaling were used. On the one hand, the study seems to confirm what is already known from the literature: those who do scientific research tend to achieve a greater academic promotion, because they reach higher professional categories or higher academic levels, and even more stable tenure-track contracts. On the other hand, the study reveals that the teaching load does not seem to influence academic research. Furthermore, it appears that age, gender, internationalization, professional experience and endogamy do not contribute to scientific research production.

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Journal articles on the topic 'PORTUGUESE TEACHING SYSTEM'

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