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- Students' perceptions of school (un)success: the role of the social educatorPublication . Ribeiro, Maria do Céu; Castro, Marília; Lopes, R.This research addresses the phenomenon of school failure and the role of the social educator, analysed from a multifaceted perspective that considers individual, social and institutional factors. School failure is an often-present challenge in the educational and social development of students. The social educator plays a fundamental role in schools by acting as a mediator between the school, the family and the community, offering emotional, social and pedagogical support to students. Their work aims not only to identify and intervene in the causes of school failure, but also to promote inclusive and preventative strategies, creating a school environment that is more welcoming and conducive to educational success for all. The aim of this research is to identify secondary school students' perceptions of school failure and how this is reflected in their attitude towards school. To this end, we outlined the following objectives: to find out students' perceptions of school failure; to understand the relationship between this perception and their attitude towards school; and to analyse and interpret the data collected, from the point of view of the social educator. As a data collection tool, we used a questionnaire, with open questions and multiple-choice questions, created on the Google Forms platform, which was distributed online, with access via QR code. We received 84 responses out of a total of 114. We used content analysis and statistical analysis to analyse the data. The data shows that students' perceptions of school failure are associated with low grades, lack of motivation and failure to move on. There is also a distinction between direct and indirect influences on the process of school failure. Factors such as motivation, effort and learning ability are seen as direct influences, while culture, school organisation, teacher competence and family support appear as indirect influences. This approach reflects a systemic view of school failure, in which the interaction between the school, the family and the social context plays a crucial role. The students also say that the school should play a formative and inclusive role, promoting not only academic success, but also emotional well-being and motivation for learning. School failure must therefore be understood as the result of a complex interaction of factors, requiring active collaboration between all those involved in the educational process - school, family and society - in order to prevent and overcome it. The role of the social educator is highlighted as being a professional who promotes well-being, helping to create a welcoming school environment where students feel valued and respected. This professional should also direct their socio-educational intervention towards preventing risks, promoting and building positive relationships and developing socio-emotional skills such as empathy, self-control, teamwork and respect for differences.
- From artistic practices to personal development: symbiosis(s) in social interventionPublication . Castro, Marília; Castro, Marília; Ribeiro, Maria do CéuIn today's society, there is an urgent need to continue rethinking the individual, their formation and the construction of their identity as a process in which education through art stands out. In an educational process that doesn't necessarily have to be school-based, the intervention of the social educator is justifiably emphasised - the social mediator acts to empower the individual(s) to become active and autonomous participants in their own development process, which will continue throughout their lives. Social intervention and personal and community/group development provide vulnerable groups with the definition of a path of action that professionals need to explore, but at the same time it brings together the challenge of an area of intervention that is still little known. Social intervention through art enables emancipation, fostering critical reflection and involvement in active civic life. Provoking curiosity, (re)creating community, stimulating expressiveness, raising awareness for transformation, awakening emotions, building passions and establishing links between the Me and the Other, provides pedagogical, aesthetic and artistic experiences that serenely build cohesive identities. By recognising culture and art as disseminators of cultural democracy, a sense of belonging is established in a different model and a desired civic participation is advocated through these ‘new’ relationships and effective institutional mediation. The definition of social policies that stimulate the community towards this relationship with cultural and artistic institutions must create conditions for accessibility, as well as stimulating community artistic practices with the free and conscious participation of the public(s). This justified the intervention of a trainee in Social Education at a Higher Education Institution, in an institution for children and young people at risk, with the following premise: how does social intervention through art enhance social inclusion? And we defined the objectives: i) to understand the affirmation of the individual through the construction of their identity; ii) to identify the relationship between personal and community development and their socialisation process; and, iii) to relate artistic practices to cultural democratic participation through social intervention. The target audience was 12 users aged between 13 and 20. The intervention took place on a weekly basis over a period of four months. The various activities developed were organised into 3 different areas: a) proximity between peers; b) democratic values and participatory citizenship; and c) artistic creation. These activities focused on: promoting proximity and reflection, fostering socialisation between peers and encouraging active participation through culture and art. The trainee's logbook entries confirmed the relevance of art-making and its correlation with artistic appreciation. Another evaluation was carried out through an interactive satisfaction survey, in which the users expressed an interest in continuing the group work, demonstrating the level of attention and conquest through dialogue with the other elements. There was a growing sense of self-knowledge and personal appreciation, recognising culture and artistic practice as a need for every individual to affirm their identity. The figure of the social educator was confirmed as having a fundamental role in reducing asymmetries, as stated in the Porto Santo Charter 2021.
- Spaces that inspire: preschool education beyond the four wallsPublication . Silva, Rute Freitas; Freire-Ribeiro, IldaThis study focuses on the importance of outdoor spaces as educational environments in preschool education, exploring their potential to promote meaningful, integrated learning and contribute to children's overall development. Recognising the importance of direct contact with nature, the research aimed to understand children's perceptions of outer space and develop strategies and interventions to optimise this environment, enabling it to serve as an extension of the indoor space and the pedagogical context. The main objectives were to improve the quality of outdoor spaces in pre-school institutions by promoting the diversification of materials and resources according to the children's interests and needs; to create an outdoor educational space that favours exploration, play, creativity, and the development of socio-emotional skills; and to understand children's perceptions of this space by valuing their voices and experiences in the educational process. A qualitative methodology was adopted, and several data collection instruments were used, including participant observation, photographic records, children's work and structured questionnaires. The practical intervention focused mainly on the kindergarten, where activities related to nature were promoted, such as constructing herbariums, producing vegetable paint, stamping with natural elements, and creating and maintaining a pedagogical garden. At the same time, the institution's exterior was renovated with new materials and unconventional equipment to encourage risky play, curiosity, autonomy, and direct interaction with the natural environment. The data collected showed that children strongly value contact with the outdoors and associate it with the pleasure of playing and learning outside. Activities involving natural elements were identified as favourites, revealing high levels of enthusiasm and interest in the diversity of natural resources and the potential for their free and directed exploitation. Additionally, the importance of outdoor spaces within a family context was recognised, emphasising the need for greater appreciation and utilisation of these spaces within institutional educational practices to promote a continuous connection between family and school environments. The results confirm that outdoor spaces should be considered true educational environments capable of providing challenging, integrated learning contexts sensitive to the needs, interests, and rhythms of children. Educational continuity between indoor and outdoor environments is a key factor in enhancing children's cognitive, social, and emotional development, and reinforces their active, conscious, and respectful connection with the natural world. Thus, this study contributes to reflection on and appreciation of outdoor spaces in pre-school education, advocating for their integration as a fundamental component of the educational process that fosters exploration, creativity, autonomy, and the holistic development of children.
- Outdoor affordances in preschool education: exploring the educational potential of exterior spacesPublication . Gomes, Quirina Ferreira; Freire-Ribeiro, Ilda; Pires, DelminaThis article draws on the Final Internship Report developed within the Supervised Teaching Practice course of the master’s degree in Pre-school and Primary Education. The study focused on the role of outdoor space in promoting affordances, with emphasis on pre-school education, given the richness of observed interactions. Outdoor environments offer opportunities for meaningful, playful and holistic learning. Affordances are understood as possibilities for action that emerge from the complementarity between the child and the environment, shaped by perception, motivation, and development. Observations revealed a progression from sensory exploration toward more complex motor and symbolic actions, reflecting children’s dynamic appropriation of space. Findings highlight outdoor spaces as authentic extensions of learning, capable of fostering autonomy, creativity, imagination and cooperation, while reinforcing the educator’s role in designing rich and challenging environments.
- Educação ambiental em contexto educativo: conceções das crianças sobre a água e a sua importânciaPublication . Cardoso, Helena Sofia Gonçalves; Freire-Ribeiro, Ilda; Pires, DelminaNa atualidade, cada vez mais se debatem questões ambientais, nomeadamente relacionadas com as alterações climáticas, a pegada ecológica, a gestão e a preservação da água, etc., em relação às quais somos chamados a intervir enquanto cidadãos responsáveis e comprometidos. Nessa responsabilidade e comprometimento, a escola tem um papel preponderante, não só no debate dos conteúdos, mas também na ampliação de atitudes e valores que contribuam para o desenvolvimento da consciência ambiental e ecológica das crianças. E por isso torna-se pertinente que, desde os níveis de educação e ensino iniciais, se abordem temas relacionados com a educação ambiental em contexto educativo. Desta evidente preocupação surgiu o interesse em trabalhar, no âmbito da prática de ensino supervisionada desenvolvida com crianças da educação pré-escolar e do 1.º ciclo do ensino básico, os recursos naturais, nomeadamente relacionados com a água. Para o trabalho a desenvolver ser mais fundamentado, eficaz e efetivo, começou-se por tentar perceber que conceções as crianças já tinham sobre a água e que importância lhe atribuíam. Optou-se por uma investigação de natureza qualitativa em que se recorreu, entre outros, ao inquérito por entrevista a 12 crianças com três, quatro e cinco anos, da educação pré-escolar, e a 14 crianças com seis e sete anos, do 1.º ciclo do ensino básico. Neste artigo, em que se pretende dar a conhecer o instrumento de recolha dos dados que foi utilizado (guião da entrevista), bem como mostrar as conceções das crianças no final da intervenção educativa, enfatizando, nomeadamente, a sua evolução acerca da temática em estudo, apenas nos cingiremos aos dados das crianças da educação pré-escolar. Estas crianças da educação pré-escolar demonstraram ter adquirido algum conhecimento acerca da importância da água, nomeadamente relacionadas com as necessidades básicas, mas também noções de que sem água não haveria vida, havendo até uma criança que manifestou receio de que acabe. Mostram, ainda, que reconhecem alguns comportamentos de poupança da água.
- Potenciar o pensamento crítico em contexto educativoPublication . Luís, Ana Paula Cordeiro; Freire-Ribeiro, Ilda; Pires, DelminaO reconhecimento de que o pensamento crítico é uma competência indispensável à educação dos indivíduos no século XXI é uma evidência clara nos nossos dias. Conceptualizado como uma forma complexa de raciocínio, o pensamento crítico, procura articular conhecimentos, experiências, atitudes e valores que, na resolução de problemas do dia a dia, por exemplo, se constitua como um recurso valioso e em situações de aprendizagem escolar se torna fundamental. A sua crescente valorização tem vindo a ser notada nos documentos educativos oficiais, contudo, são ainda poucos os estudos que abordam o seu contributo. Neste artigo pretende-se dar conta de uma investigação que deriva da práxis em contexto de educação pré-escolar, com um grupo de crianças de cinco anos, em que se procurou estimular o desenvolvimento do pensamento crítico a partir da sua participação efetiva em atividades da prática, complementadas com discussão, reflexão e argumentação, valorizando a opinião das crianças. O estudo seguiu uma linha de cariz qualitativa, recorrendo à observação participante, notas de campo, registos fotográficos e produções das crianças. Como resultado, observou-se que a utilização de metodologias ativas, através da realização de atividades, essencialmente práticas/experimentais, as crianças passaram a envolver-se e a participar na discussão dos assuntos abordados de forma mais competente e fundamentada e a refletiram sobre as implicações dos conhecimentos adquiridos.
- Involvement, concentration, and motivation using active learning activities on generation ZPublication . Coelho, Ana Sofia; Costa, José Paulo; Martins, Oliva M.D.The Covid-19 pandemic had an enormous impact on the Higher Education teaching-learning process, of students from Generation Z. Additionally, Generation Z is characterized by easy access to the technology world, such as the internet, iPods, iPhones, and more recently the ChatGPT. The problem arises: how can teachers attract Generation Z's attention and involvement in a classroom context, namely in the Higher Education system? This article aims to answer this question by describing the implementation of Active Learning Activities during the Advertising and Public Relations Course Unit, among Marketing Bachelor students, at Bragança Polytechnic University. Role Play was designed on behalf of undergraduate marketing students and implemented in the classroom. The principal goal was to simulate a real situation between an Advertising Agency and a Client. Several Active Learning techniques were introduced by complementing the principle one, such as small group work activities, in-class writing, and large group discussions. Results reveal that Active Learning activities are determinant to attract Generation Z's attention and involvement. By observing students and filming the class it was demonstrated that students were highly involved in real work context simulation by the Role Play. All students participated. They enjoy interacting with their pairs. As a result, students were involved, concentrated, and highly motivated during the activities.
- Digital tools in active learning activities: motivating and engaging higher education studentsPublication . Coelho, Ana Sofia; Pires, Raquel; Martins, Oliva M.D.Today's higher education system faces enormous challenges. Students in general have very particular characteristics that make the teaching-learning process very difficult, such as being very dependent on technology, lacking motivation for expositive teaching, and lacking attention for various reasons and for certain periods. Additionally, the teacher needs to develop the student's skills for the future profession, and at the same time teacher needs to adapt the content of the course to professional practice. In this context, the following question arises: how can teachers engage and attract students' interest and motivation for learning in the classroom in higher education at the same time that articulates both content and skills to the profession? To engage and motivate the students´ participation in the learning process, several active learning strategies using digital technology were introduced in the Organizational Communication course, with the students of Multimedia Bachelor at Bragança Polytechnic University. The students used free online tools such as Mentimeter, Jamboard and Google Slides. They also used computers and mobile phones. The active learning activities were accomplished individually and collaboratively during short and long periods of time. It also used interactive video. The result of this pedagogical activity was very interesting. Students were very motivated and committed by the learning process in the different moments of the class. All students participated individually and collaboratively in groups of three or four students. The time for activities were controlled by a timer. At first, the students didn't feel very comfortable with the time required to complete the activity, but at the end of the activity, they realized they were able to complete the activity within the classroom period and that it reflects learning in a professional environment. Some important workplace skills were developed, such as critical thinking and problem-solving, teamwork, oral and written communication, listening, and observing.
- 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.
- Evolución de la competencia socioemocional en la formación inicial de educadores y educadoras sociales de León y BraganzaPublication . López-Aguado, Mercedes; Caso Fuertes, Ana María; Gutiérrez-Provecho, Lourdes; Prada, Ana Raquel Russo; Ribeiro, Maria do Céu; Novo, RosaEn el contexto actual, marcado por los retos derivados de las desigualdades y los cambios culturales, los educadores sociales adquieren una relevancia fundamental. Para el desarrollo de su ejercicio profesional, necesitan contar con un amplio repertorio de habilidades, entre las que destaca la competencia socioemocional. Sin embargo, a pesar de su importancia, el desarrollo de esta competencia ha sido relegado en la formación inicial, dando prioridad a los conocimientos técnicos y teóricos. Este estudio analiza la evolución de las competencias socioemocionales en estudiantes de Educación Social a lo largo de su formación en la Universidad de León y en el Instituto Politécnico de Braganza. Mediante un diseño transversal se compara esta competencia en los diferentes cursos del proceso académico. Los resultados indican que el nivel de desarrollo competencial es muy similar en León y en Braganza y que en ambos se produce un pequeño incremento en las dimensiones de la competencia a lo largo del recorrido académico. Las diferencias son tan pequeñas que aconsejan la implantación de sistemas formativos específicos para incrementarlas en mayor medida.