ESE - Artigos em Proceedings Não Indexados à WoS/Scopus
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Percorrer ESE - Artigos em Proceedings Não Indexados à WoS/Scopus por Domínios Científicos e Tecnológicos (FOS) "Ciências Sociais::Ciências da Educação"
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- Artificial intelligence in teacher training: benefits, challenges and toolsPublication . Gonçalves, Bruno F.The use of artificial intelligence has emerged as an important tool for teacher training, providing new approaches to the development of pedagogical skills, classroom management, and the personalization of teaching. This research aims to identify the most relevant AI tools for teacher training and to examine the benefits and challenges of integrating AI into teacher training, with a focus on the advantages of personalizing teaching and the difficulties associated with adopting new technologies in the educational context. The methodology used is a literature review, in which studies, scientific articles, and reports on the application of AI in teacher training are analyzed to identify the technological tools available for teaching. The results suggest that AI has enormous potential to transform teacher training, offering tools that make it possible to personalize the training process, adapting it to teachers' needs and learning styles. However, the implementation of these tools faces challenges such as the need for ongoing teacher training, resistance to adopting new technologies, and the lack of technological infrastructure in some educational institutions.
- Contributo para o estudo das orações coordenadas e subordinadas no 2.º Ciclo de Ensino BásicoPublication . Araújo, Carla SofiaA gramática constitui um dos domínios mais problemáticos no ensino e aprendizagem do Português. Por isso, torna-se necessário investir em propostas de ensino e aprendizagem que possam atenuar muitas das dificuldades gramaticais manifestadas pelos alunos, uma vez que as lacunas gramaticais têm impacto na reconstrução dos sentidos dos textos e na construção de textos. Considerando que o domínio da gramática configura uma ferramenta essencial na construção do conhecimento sobre textos, apresentaremos uma proposta de ensino e aprendizagem sobre orações coordenadas e subordinadas a partir de uma obra indicada nas “Aprendizagens Essenciais” para o desenvolvimento da educação literária dos alunos do 6.º ano de escolaridade, “Chocolate à Chuva”, de Alice Vieira. Utilizaremos o recurso tecnológico Nooj, que permite observar as palavras-chave para o estudo das orações coordenadas e subordinadas, partindo da análise das concordâncias fornecidas automaticamente pelo recurso tecnológico.
- Generative al in generalist teacher training: New possibilities for musical creationPublication . Nascimento, Gerson Rafael; Blanco García, Yurima; Cardoso, MárioArtificial Intelligence (AI) revolutionizes music education by analyzing patterns, identifying structures, and offering creative suggestions that enhance composition and arrangement skills (Vasco & Eguiguren, 2023; Caudeli & González, 2024). This new panorama enriches musical educational experiences (Holland, 2000; Li & Wang, 2024), allowing democratic access beyond classroom limitations (Cheng, 2025) and enabling personalize instruction aligned with students’ individual learning rhythms, stylistic preferences, and educational goals (Yu et al., 2023; Olvera-Fernández et al., 2023). However, these environments do not inherently guarantee creative use and raise ethical concerns about plagiarism. When students engage with AI in a predominantly informative and pragmatic way, seeking ready-made outputs like melodies or accompaniments, they often overlook the creative process and the origin of generated content. This limited engagement increases the likelihood of unintentional plagiarism and undermines deeper musical learning, as students may reproduce materials without critical appropriation or understanding of authorship (Morreale, 2021; Merchán Sánchez-Jara et al., 2024). Based on the research question: “What is the impact of AI tools in the development of musical competencies in generalist teachers?” this study investigates an AI-assisted educational intervention in music training of generalist teachers involving eighty-five students of the 3rd year of Primary Education from a Faculty of Education in Spain. The methodology integrated several qualitative research instruments: data collection through an ad hoc initial questionnaire, direct observation during the intervention, analysis of documents, and students-created artistic-sound productions using AI, as well as interpretation of the results following the pedagogical process. The intervention comprised three phases: 1) a theoretical presentation of the historical evolution of generative AI in music; 2) a demonstrative exploration of the pedagogical and artistic potential of the tool by manipulating different sound parameters; and 3) a practical exploration that allowed participants to create collaborative compositions. Eighteen creative projects involving AI-assisted composition were analyzed. These works demonstrated elements such as timbre, rhythmic structures, textures, intensity, sound-image relationships, and soundscape creation. Student group descriptions of their compositional processes enriched the analysis, offering insights into their decision-making and interaction with AI tools. Results indicated the acquisition of various musical and expressive skills. In several cases, students demonstrated an intention to correlate musical parameters (e.g., texture, timbre, density) with visual representation. Findings also suggest the value of exploring interdisciplinary links between music and other arts through technology. Furthermore, transversal competencies such as digital literacy, creativity, critical thinking, and collaboration were merged during the process. Research on AI in educational contexts – particularly music education – remains scarce (Zhang et al., 2024). In this sense, documenting its effects on the training of generalist teachers by collecting evidence on how it is used by students and its impact on the development of musical skills proves to be an important contribution to innovation in pedagogy. Human interaction remains fundamental to successful musical learning; however, AI can complement and enrich this process by providing students with additional resources and practice opportunities.
- Intervention in graphomotor skills: a case study in the context of inclusive educationPublication . Almeida, Diana; Vaz, Paula Marisa FortunatoChild neurodevelopment is a complex process that includes a series of psychomotor and behavioral changes from conception to adulthood. The integration of neuroscience knowledge into teaching practices has shown potential for improving the teaching-learning process, especially for children with learning difficulties. Graphomotor difficulties are closely related to fine motor skills. This is identified as one of the main areas of difficulty, manifesting itself in the grasping of small objects, in fitting tasks, and in visuomotor coordination, influencing part of their autonomy. This skill involves precise movements of the hands and fingers, which involve speed, accuracy, and reprogramming and actions. Based on inclusive education, this article presents a case study developed in a school in Portugal with a student attending the 1st grade of primary school who benefits from selective measures to support learning and inclusion under Decree-Law 54/2018 of July 6, which regulates Inclusive Education.
- Students’ beliefs about the use of Artificial Intelligence in teacher training: challenges and opportunities in music creationPublication . Nascimento, Gerson Rafael; Blanco García, Yurima; González Alonso, Ángela; García Barrul, PabloThis article describes and analyses innovative pedagogical practices implemented in the context of higher education, focusing on the use of generative Artificial Intelligence (AI) tools in the training of future teachers. The main aims of the research were to enable students to manipulate the AIVA tool in the field of music creation and composition and to promote essential 21st-century skills such as critical thinking, creativity, and collaboration between peers. As part of the methodology, an initial questionnaire was administered to assess students’ prior knowledge, beliefs, and expectations regarding AI and its potential in music creation. The results showed a generalized familiarity with tools such as ChatGPT, especially for research and idea generation purposes, but revealed specific gaps in the use of generative AI in creative and artistic contexts. This study contributes to the academic debate around Artificial Intelligence in Education (AIEd), reflecting on the transformative possibilities of these technologies and the ethical and pedagogical challenges associated with their implementation in educational contexts.