Browsing by Author "Vaz, Paula Marisa Fortunato"
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- Abandono escolar no ensino superior e fatores concorrentesPublication . Lopes, Marina; Pereira, Ana Paula Sismeiro; Vaz, Paula Marisa FortunatoO abandono escolar e o insucesso educativo são problemas que afetam e impactam de forma direta os estudantes do ensino superior, o sistema de ensino superior e, consequentemente, a sociedade, pois na perspetiva de uma economia crescentemente apoiada pelo conhecimento e pela inovação, é dada relevância às qualificações académicas de nível superior. Este artigo tem como finalidade apresentar e refletir sobre um conjunto de possíveis motivos que podem conduzir ao abandono no ensino superior(nomeadamente questões de ordem vocacional, insucesso escolar, perceção de dificuldades de empregabilidade, dificuldades económicas, motivos profissionais, dificuldades no processo de integração), bem como uma possível estratégia a que as instituições do ensino superior podem recorrer para o combater -o voluntariado. Consideramos que,mais importante do que a ideia de combate às consequências do abandono escolar, importa perceber que a prevenção é o primeiro passo para que, futuramente, se consiga diminuir os números de abandono e aumentar o sucesso e bem-estar dos estudantes.
- A abordagem multinível para uma educação inclusiva: desafios e oportunidadesPublication . Vaz, Paula Marisa FortunatoA nova legislação para a educação inclusiva propõe a implementação de uma abordagem multinível no acesso ao currículo. Partindo de uma breve reflexão sobre os caminhos que têm vindo a ser trilhados em direção a uma escola e a uma educação inclusivas, e tendo como pano de fundo o decreto-lei 54/2018 de 6 de julho, será abordado um Modelo de Intervenção Multinível - O Modelo de Resposta à Intervenção, numa perspetiva de análise que permita um olhar mais próximo sobre os desafios e as oportunidades que daqui emergem para a educação inclusiva em Portugal.
- Aerobic fitness as an important moderator risk factor for loneliness in physically trained older people: an explanatory case study using machine learningPublication . Encarnação, Samuel; Vaz, Paula Marisa Fortunato; Fortunato, Álvaro; Forte, Pedro; Vaz, Cátia; Monteiro, A.M.Loneliness in older people seems to have emerged as an increasingly prevalent social problem. Objective: To apply a machine learning (ML) algorithm to the task of understanding the influence of sociodemographic variables, physical fitness, physical activity levels (PAL), and sedentary behavior (SB) on the loneliness feelings of physically trained older people. Materials and Methods: The UCLA loneliness scale was used to evaluate loneliness, the Functional Fitness Test Battery was used to evaluate the correlation of sociodemographic variables, physical fitness, PAL, and SB in the loneliness feelings scores of 23 trained older people (19 women and 3 men). For this purpose, a naive Bayes ML algorithm was applied. Results: After analysis, we inferred that aerobic fitness (AF), hand grip strength (HG), and upper limb strength (ULS) comprised the most relevant variables panel to cause high participant loneliness with 100% accuracy and F-1 score. Conclusions: The naive Bayes algorithm with leave-one-out cross-validation (LOOCV) predicted loneliness in trained older with a high precision. In addition, AF was the most potent variable in reducing loneliness risk.
- Anthropocene and happiness: a reflection in the light of complexityPublication . Ramos, Ricardo; Rodrigues, Maria José; Vaz, Paula Marisa Fortunato; Rodrigues, IsildaThe Anthropocene is a geological era marked by human influence on our planet. For sure we have never lived as well as we do today, on the other hand, several studies s that this lifestyle marked by excessive consumerism is a problem when we are faced with the urgent need to solve climate change. Consequently, the resolution of this prob will have to go through education as a structural basis for the construction of values and the adoption of more sustainable attitudes, that is, we must reinvent ourselves in face of the urgency of mitigating one of the greatest challenges of humanity. In this article we present a reflection in the light of the current complexity, made from a car search for literature that addresses the issues associated with consumerism and its relationship with happiness (or the false feeling of it) and the role that education can h in this connection against the background of the search for more sustainable and environmentally friendly lifestyles, but also promoting happiness and wellness. We beli that the school, being an institution that risks functioning as an instrument of reproduction of the status quo of the current society, must promote a critical consciousn promoting the transformation of the social reality that contributes to climate change. The school has been teaching notions of sustainability and ecology, but they still fa respond to the urgency of solving the problem.
- Anthropocene and happiness: a reflection in the light of complexityPublication . Ramos, Ricardo; Rodrigues, Maria José; Vaz, Paula Marisa Fortunato; Rodrigues, IsildaThe Anthropocene is a geological era marked by human influence on our planet. For sure we have never lived as well as we do today, on the other hand, several studies s that this lifestyle marked by excessive consumerism is a problem when we are faced with the urgent need to solve climate change. Consequently, the resolution of this prob will have to go through education as a structural basis for the construction of values and the adoption of more sustainable attitudes, that is, we must reinvent ourselves in face of the urgency of mitigating one of the greatest challenges of humanity. In this article we present a reflection in the light of the current complexity, made from a car search for literature that addresses the issues associated with consumerism and its relationship with happiness (or the false feeling of it) and the role that education can h in this connection against the background of the search for more sustainable and environmentally friendly lifestyles, but also promoting happiness and wellness. We beli that the school, being an institution that risks functioning as an instrument of reproduction of the status quo of the current society, must promote a critical consciousn promoting the transformation of the social reality that contributes to climate change. The school has been teaching notions of sustainability and ecology, but they still fa respond to the urgency of solving the problem.
- Assessment of skills to facilitate the learning of reading and writing: a study in the 1st year of schooling in the context of the covid-19 pandemicPublication . Vaz, Paula Marisa Fortunato; Gonçalves, Vitor; Teixeira, CarlosThis paper presents the results of a quantitative study based on the assessment of competencies to facilitate the learning of reading and writing at the beginning of the 1st year of schooling. This study is part of the "Promoting Reading and Writing" project, which has been underway since 2018 in 11 school clusters of the Intermunicipal Community of Terras de Trás-os-Montes - Portugal. This project's main goals are to conduct screenings in the first four years of schooling to detect risks in the learning of reading and writing skills of the children involved, at an early stage of the school year and to train the respective teachers in the teaching of reading and writing to improve their classroom practices, in order to contribute to the success of all their students in these skills. In the screening carried out in the school year 2020/2021 (in the context of the Covid-19 Pandemic and after months of distance learning), 544 students from the eleven school clusters involved participated. The data collection tool used for this screening was the Know, Act and Change (Conhecer, Atuar e Mudar (CAM)) tests - Version 3 (2020) which, for the 1st year of schooling: (i) assesses knowledge of letters, (ii) identification of the final syllable, (iii) cultural knowledge of the printed word, (iv) identification of the initial phoneme and, consequently, (v) provides information on phonological awareness (identification of the final syllable plus identification of the initial phoneme). After the analysis of results, using descriptive statistics, it was possible to verify (based on data presented throughout the text) that regarding letter knowledge, most students were at the highest level of performance, and the data collected is in line with others that the team collected in previous years. As regards the identification of the final syllable, the results are not as good as in the previous item, with almost 40% (39.34%) of the scores obtained being in the two lowest levels ("very fragile" and "fragile. Regarding cultural knowledge of the printed word, 91.91% have no relevant difficulties in this competence, as they get between 7 and 12 answers right (12 being the maximum result). With regard to the identification of the initial phoneme, where more than half (51.47%) of the scores were placed in the two lowest levels, and phonological awareness, where 41% of the scores were placed in the same two levels, the greatest weakness in the area of these competences is evident. These results highlight that, on the one hand, no negative effect is visible from the changes forcibly introduced because of the Covid-19 Pandemic about letter knowledge and cultural knowledge of print. On the other hand, there is an added need for great attention and particular and intentional action in the development of phonological competence, remembering that this development is crucial for learning to read and write. The reflection and training with the teachers involved also included sessions whose objective was to work with different digital technologies (namely Storyjumper and vizia.com), from which they could develop reading and writing activities that promoted learning, in person or remotely. We would highlight yet the importance of professionals keeping a close eye on those students who are not in the majority group and who present a risk in one or more of the skills assessed. It is mainly to these students that our work with these teachers was directed.
- Assessment of skills to facilitate the learning of reading and writing: a study in the 1st year of schooling in the context of the covid-19 pandemicPublication . Vaz, Paula Marisa Fortunato; Gonçalves, Vitor; Teixeira, CarlosThis paper presents the results of a quantitative study based on the assessment of competencies to facilitate the learning of reading and writing at the beginning of the 1st year of schooling. This study is part of the "Promoting Reading and Writing" project, which has been underway since 2018 in 11 school clusters of the Intermunicipal Community of Terras de Trás-os-Montes - Portugal. This project's main goals are to conduct screenings in the first four years of schooling to detect risks in the learning of reading and writing skills of the children involved, at an early stage of the school year and to train the respective teachers in the teaching of reading and writing to improve their classroom practices, in order to contribute to the success of all their students in these skills. In the screening carried out in the school year 2020/2021 (in the context of the Covid-19 Pandemic and after months of distance learning), 544 students from the eleven school clusters involved participated. The data collection tool used for this screening was the Know, Act and Change (Conhecer, Atuar e Mudar (CAM)) tests - Version 3 (2020) which, for the 1st year of schooling: (i) assesses knowledge of letters, (ii) identification of the final syllable, (iii) cultural knowledge of the printed word, (iv) identification of the initial phoneme and, consequently, (v) provides information on phonological awareness (identification of the final syllable plus identification of the initial phoneme). After the analysis of results, using descriptive statistics, it was possible to verify (based on data presented throughout the text) that regarding letter knowledge, most students were at the highest level of performance, and the data collected is in line with others that the team collected in previous years. As regards the identification of the final syllable, the results are not as good as in the previous item, with almost 40% (39.34%) of the scores obtained being in the two lowest levels ("very fragile" and "fragile. Regarding cultural knowledge of the printed word, 91.91% have no relevant difficulties in this competence, as they get between 7 and 12 answers right (12 being the maximum result). With regard to the identification of the initial phoneme, where more than half (51.47%) of the scores were placed in the two lowest levels, and phonological awareness, where 41% of the scores were placed in the same two levels, the greatest weakness in the area of these competences is evident. These results highlight that, on the one hand, no negative effect is visible from the changes forcibly introduced because of the Covid-19 Pandemic about letter knowledge and cultural knowledge of print. On the other hand, there is an added need for great attention and particular and intentional action in the development of phonological competence, remembering that this development is crucial for learning to read and write. The reflection and training with the teachers involved also included sessions whose objective was to work with different digital technologies (namely Storyjumper and vizia.com), from which they could develop reading and writing activities that promoted learning, in person or remotely. We would highlight yet the importance of professionals keeping a close eye on those students who are not in the majority group and who present a risk in one or more of the skills assessed. It is mainly to these students that our work with these teachers was directed.
- Atividade física e saúde mental: o educador social na construção de pontes para a inclusão e bem-estarPublication . Neves, Flávia Raquel Moreira; Lima, Aida; Vaz, Paula Marisa Fortunato; Monteiro, A.M.Este capítulo visa refletir, a partir de uma atuação prática articulada e contextualizada, sobre o trabalho do educador social na construção de pontes para a inclusão. Vem dar a conhecer o trabalho desenvolvido numa instituição para adultos com deficiência, mais especificamente o projeto “Atividade física ao ar livre como veículo para a inclusão e bem-estar” que teve como objetivos: a) promover a atividade física dos utentes; b) promover a realização de atividades ao ar livre nos espaços exteriores e envolventes da instituição; c) contribuir para a promoção da saúde física e mental dos utentes, da sua inclusão e, consequentemente, para o seu bem-estar; d) explorar as vantagens da atividade física ao ar livre para pessoas com deficiência, lidando com os desafios que essa população pode enfrentar. Este projeto desenvolveu-se em torno de cinco tipos de atividades diferentes que se articularam para dar resposta à finalidade de promover a inclusão, a saúde física e mental e o bem-estar através da realização de atividade física ao ar livre. Após a sua concretização ficou claro que a atividade física em espaços exteriores, ao ar livre, pode ser um veículo para a inclusão e bem-estar, para além do seu efeito ao nível da saúde física e mental e de promoção de um envelhecimento bem-sucedido.
- Aula invertida: capacitando a educadores y maestros en el contexto de la pandemia Covid-19Publication . Vaz, Paula Marisa Fortunato; Gonçalves, VitorLa intencion de esta comunicación es un proyecto desarrollado en el entorno de la Unidad Curricular de Inclusión y Necesidades Educativas Especiales de dos másteres de formación para la docencia en una institución de educación superior en Portugal. Este proyecto se llevó a cabo en el curso escolar 2020/21 y surgió de la necesidad de evaluar y adecuar estrategias metodológicas en el contexto de la Educación Superior, en medio de la pandemia COVID-19. Para ello, su objetivo fue promover el uso de la metodología Aula Invertida, en el contexto de dos cursos de formación docente. Así, la clase formada por 28 alumnos de ambos másteres, y tres alumnos del programa ERASMUS, se organizó en diferentes grupos de trabajo. A cada grupo se le presentó un tema del programa de la unidad curricular y la herramienta gratuita de grabación de pantalla Screencast-o-matic. Todos fueron invitados a desarrollar una investigación sobre el tema, y presentarla a la clase en formato de video después de cuatro clases destinadas a aclarar dudas. Además de la descripción del trabajo desarrollado, reflexionamos sobre las percepciones de la docente sobre la experiencia, los beneficios y limitaciones observados y el feedback informal de los estudiantes involucrados.
- Aula invertida: capacitando a educadores y maestros en el contexto de la pandemia Covid-19Publication . Vaz, Paula Marisa Fortunato; Gonçalves, VitorLa intención de esta comunicación es presentar un proyecto desarrollado en el entorno de la Unidad Curricular de Inclusión y Necesidades Educativas Especiales de dos másteres de formación para la docencia en una institución de educación superior en Portugal. Este proyecto se llevó a cabo en el curso escolar 2020/21 y surgió de la necesidad de evaluar y adecuar estrategias metodológicas en el contexto de la Educación Superior, en medio de la pan- demia COVID-19. Para ello, su objetivo fue promover el uso de la metodo- logía Aula Invertida, en el contexto de dos cursos de formación docente. Así, la clase formada por 28 alumnos de ambos másteres, y tres alumnos del pro- grama ERASMUS, se organizó en diferentes grupos de trabajo. A cada grupo se le presentó un tema del programa de la unidad curricular y la herramienta gratuita de grabación de pantalla Screencast-o-matic. Todos fueron invitados a desarrollar una investigación sobre el tema, y presentarla a la clase en for- mato de video después de cuatro clases destinadas a aclarar dudas. Además de la descripción del trabajo desarrollado, reflexionamos sobre las percep- ciones de la docente sobre la experiencia, los beneficios y limitaciones observados y el feedback informal de los estudiantes involucrados.