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- Digital citizenship education in EuropePublication . Mesquita, Elza; Patrício, Maria Raquel; Freire-Ribeiro, Ilda; Pereira, AnaThe European Education Area should include, among other things, increased cooperation on curriculum development to make recommendations to ensure that education systems promote the acquisition of all knowledge, skills and competences that are considered essential in today's world. We consider it pertinent to identify the characteristics of citizenship education aimed at the digital age in the national curricula of European countries, and to compare them with the official documents issued by the Ministry of Education in Portugal. The study aims to highlight the importance and actuality of the various literacies, based on human rights, and grounded in responsible digital citizenship practices. Therefore, it is integrated in the scope of an Education for Development and Global Citizenship, exploring national and European theoretical references. In the empirical study we resort, then, to a mixed research paradigm, in the form of multi-strategy research. In other words, we will use a multidimensional matrix that allows us to collect as much data as possible from the research context. The data collection will follow a documental analysis. We believe that the qualitative and quantitative analysis of the data obtained in the research on the theoretical frameworks will provide us with the necessary support to outline a profile of competences aimed at the training of qualified citizens, endowed with competences referenced in various national and international studies on digital and citizen literacies.
- Citizenship education in initial teacher training: perceptions of those training to teachPublication . Freire-Ribeiro, Ilda; Mesquita, Elza; Pereira, AnaPromoting citizenship education in the school environment involves developing competencies, skills, knowledge, and attitudes that enable students to be active, responsible, informed and critical citizens. Citizenship education generally covers various themes, such as ethics, values, human rights, social justice, inequalities, interculturalism, and participation which aim to prepare students to be conscious members of society, capable of contributing to building fairer and more reflective communities. In addition, citizenship at school can involve democratic practices in school management, allowing students to participate in decisions that affect the educational environment. In the early years, children's initial experiences of citizenship at school have a significant impact on the formation of attitudes, values, and social skills, and teachers are a cornerstone in promoting and understanding concepts related to citizenship. We assume that citizenship education is essential in initial teacher training, as it plays a fundamental role in the holistic development of citizens. This study aims to understand what future teachers think about citizenship education at school and what their role will be as disseminators of citizenship practices. Forty students of initial teacher training took part in the study. The results, collected through a questionnaire survey, reveal that citizenship is not learned simply through rhetorical processes, through transmissive teaching, but through experienced/participatory processes. It is recognized that education for citizenship must be present in the school culture itself, adjusted to a logic of participation and full co-responsibility and accountability. The need to invest in citizenship issues and integrate them more clearly into initial teacher training is highlighted.
- Educação para a cidadania: narrativas em ambientes digitaisPublication . Pereira, Ana; Mesquita, ElzaNo sistema educativo português, em pleno início do século XXI, porfia-se a educação para a cidadania global. Atendendo ao facto de que o Espaço Europeu da Educação deve incluir, para além de outros aspetos, uma maior cooperação em matéria de desenvolvimento curricular, no sentido de fazer recomendações para garantir que os sistemas de ensino promovam a aquisição de todos os conhecimentos, aptidões e competências que são considerados essenciais no mundo de hoje, o Ministério da Educação e Ciência, através da Direção-Geral da Educação, lançou, em dezembro de 2012, no contexto das Linhas Orientadoras de Educação para a Cidadania, um Referencial de Educação para os Media para a Educação Pré-escolar, o Ensino Básico e o Ensino Secundário. Por tal, consideramos pertinente atender a uma educação para a cidadania voltada para a era digital e desenvolvemos um projeto com 3 turmas do 1.º Ciclo do Ensino Básico de um Centro Escolar situado no nordeste de Portugal continental, perfazendo um total de 68 crianças envolvidas. Posicionamo-nos, então, na Educação para os Media uma vez que pretendíamos motivar as crianças a utilizar e a compreender os meios de comunicação social, sobretudo no que diz respeito ao acesso e utilização das tecnologias digitais. As narrativas em ambientes digitais constituíram-se, assim, propostas articuláveis com as práticas pedagógicas na sala de aula e com o currículo. Os podcasts afiguraram-se como uma possibilidade de dar voz às narrativas construídas pelas crianças. Em termos de resultados salientamos que estamos numa fase inicial do projeto e que até ao momento as crianças compreenderam a importância da comunicação e conseguiram identificar, bem como distinguir diferentes formas de comunicar.
- Shadows and marks: the potential narrative of children about warPublication . Pereira, Ana; Freire-Ribeiro, Ilda; Mesquita, ElzaThe war in Ukraine is in the order of the day. Every day we are exposed to information and images that tell of war scenarios and we all, without exception, absorb different war situations. In the educational landscape the question arises whether or not we should talk to children about this issue, namely about what they see or hear on television and other media. The document "Talking about War", organized by the Portuguese Psychologists' Association, starts by making it clear that the best thing to do is to be available to listen to the children's concerns, talk to them and answer their doubts, trying to clarify them, keep them informed and correct misconceptions. The depth of this approach obviously depends on the age of the child, their maturity and degree of development, as well as the likelihood of hearing from other sources or in the family relationship with the conflict (Unicef, 2022). We understand that it is a subject that should also be approached in the classroom, with some care and reflection, allowing children to understand inherent concepts and associated practices. We also understand that, in parallel, there should be the concern to provide new learning opportunities, leading children to want to participate in building a better world, thus being true peace builders. This can be done by trying to answer questions such as What is war? Why is there a war? Will this war come to Portugal? What and who are the refugees? How can war end? among others. This article seeks to discuss the results of a research developed with young children, about their perceptions regarding the war in Ukraine and war scenarios. The study is qualitative in nature and made use of audio-recorded reflective dialogues. The participants were 24 children aged 7 and 8 years old, from the 2nd grade of a public school in the north of Portugal. In a perspective of peace building and education for non-violence, the results show that these children have a broad notion of what war is, and the scenarios associated to it, revealing that they are aware of the violation of human rights. They also show an attempt to find different possible solutions, such as dialogue and empathy, thinking about the advantages and disadvantages of each one.
- RobotAtFactory 4.0: a ROS framework for the SimTwo simulatorPublication . Braun, João; Oliveira Júnior, Alexandre de; Berger, Guido; Lima, José; Pereira, Ana; Costa, Paulo Gomes daRobotics competitions encourage the development of solutions to new challenges that emerge in sync with the rise of Industry 4.0. In this context, robotic simulators are employed to facilitate the development of these solutions by disseminating knowledge in robotics, Education 4.0, and STEM. The RobotAtFactory 4.0 competition arises to promote improvements in industrial challenges related to autonomous robots. The official organization provides the simulation scene of the competition through the open-source SimTwo simulator. This paper aims to integrate the SiwTwo simulator with the Robot Operating System (ROS) middleware by developing a framework. This integration facilitates the design of robotic systems since ROS has a vast repository of packages that address common problems in robotics. Thus, competitors can use this framework to develop their solutions through ROS, allowing the simulated and real systems to be integrated.
- Digital citizenship education in EuropePublication . Mesquita, Elza; Patrício, Maria Raquel; Freire-Ribeiro, Ilda; Pereira, AnaThe European Education Area should include, among other things, increased cooperation on curriculum development to make recommendations to ensure that education systems promote the acquisition of all knowledge, skills and competences that are considered essential in today's world. We consider it pertinent to identify the characteristics of citizenship education aimed at the digital age in the national curricula of European countries, and to compare them with the official documents issued by the Ministry of Education in Portugal. The study aims to highlight the importance and actuality of the various literacies, based on human rights, and grounded in responsible digital citizenship practices. Therefore, it is integrated in the scope of an Education for Development and Global Citizenship, exploring national and European theoretical references. In the empirical study we resort, then, to a mixed research paradigm, in the form of multi-strategy research. In other words, we will use a multidimensional matrix that allows us to collect as much data as possible from the research context. The data collection will follow a documental analysis. We believe that the qualitative and quantitative analysis of the data obtained in the research on the theoretical frameworks will provide us with the necessary support to outline a profile of competences aimed at the training of qualified citizens, endowed with competences referenced in various national and international studies on digital and citizen literacies.
- Lulu and the Brontosaurus: An Escape Room Adventure for Learning in the 1st Cycle of Basic EducationPublication . Mesquita, Elza; Patrício, Maria Raquel; Freire-Ribeiro, Ilda; Pereira, AnaEscape Rooms are immersive escape games that require teamwork and problem-solving, promote critical thinking and collaboration, and are attractive and practical possibilities for learning development. This study analyzes children's beliefs about using an Escape Room in the 1st Cycle of Basic Education (1st CEB), assessing its impact on motivation, engagement, and academic performance. This study involved 48 children in the Escape Room "Lulu and the Brontosaurus," created to promote reading and develop sensitivity to civic issues. Data was collected through participant observation and the recording of collective sessions to explore the participants' perspectives and experiences of the game. The data collected was analyzed interpretively to find patterns of behavior and meanings. This study shows the potential of Escape Rooms as an educational tool in the 1st CEB.
- Lobo-Lobão-LambãoPublication . Pereira, Ana; Mesquita, ElzaEsta é a história do LOBO‑LOBÃO‑LAMBÃO. Preso numa jaula, pediu ajuda para sair. Mas será que alguém o ajudou? Afinal, ele era um lobo, ou melhor, um LOBO‑LOBÃO‑LAMBÃo e nunca se sabe o que pode acontecer...
- Citizenship education in initial teacher training: perceptions of those training to teachPublication . Freire-Ribeiro, Ilda; Mesquita, Elza; Pereira, AnaPromoting citizenship education in the school environment involves developing competencies, skills, knowledge, and attitudes that enable students to be active, responsible, active, informed, and critical citizens. Citizenship education generally covers various themes, such as ethics, values, human rights, social justice, inequalities, interculturalism, and participation, which aim to prepare students to be conscious members of society, capable of contributing to building fairer and more reflective communities. In addition, citizenship at school can involve democratic practices in school management, allowing students to participate in decisions that affect the educational environment. In the early years, children's initial experiences of citizenship at school have a significant impact on the formation of attitudes, values, and social skills, and teachers are a cornerstone in promoting and understanding concepts related to citizenship. We assume that citizenship education is essential in initial teacher training, as it plays a fundamental role in the holistic development of citizens. This study aims to understand what future teachers think about citizenship education at school and what their role will be as disseminators of citizenship practices. Twenty-four students of initial teacher training took part in the study. The results, collected through a questionnaire survey, reveal that citizenship is not learned simply through rhetorical processes, through transmissive teaching, but through experienced/participatory processes. It is recognized that education for citizenship must be present in the school culture itself, adjusted to a logic of participation and full co-responsibility and accountability. The need to invest in citizenship issues and integrate them more clearly into initial teacher training is highlighted.
- Shadows and marks: the potential narrative of children about warPublication . Pereira, Ana; Freire-Ribeiro, Ilda; Mesquita, ElzaThe war in Ukraine is in the order of the day. Every day we are exposed to information and images that tell of war scenarios and we all, without exception, absorb different war situations. In the educational landscape, the question arises whether or not we should talk to children about this issue, namely about what they see or hear on television and other media. The document "Talking about War", organized by the Portuguese Psychologists' Association, starts by making it clear that the best thing to do is to be available to listen to the children's concerns, talk to them and answer their doubts, trying to clarify them, keep them informed and correct misconceptions. The depth of this approach depends on the age of the child, their maturity and degree of development, as well as the likelihood of hearing from other sources or in the family relationship with the conflict (UNICEF, 2022). We understand that it is a subject that should also be approached in the classroom, with some care and reflection, allowing children to understand inherent concepts and associated practices. We also understand that, in parallel, there should be a concern to provide new learning opportunities, leading children to want to participate in building a better world, thus being true peace builders. This can be done by trying to answer questions such as What is war? Why is there a war? Will this war come to Portugal? What and who are the refugees? How can war end? among others. This article seeks to discuss the results of a research developed with young children, about their perceptions regarding the war in Ukraine and war scenarios. The study is qualitative in nature and made use of audio-recorded reflective dialogues. The participants were 24 children aged 7 and 8 years old, from the 2nd grade of a public school in the north of Portugal. In a perspective of peace building and education for non-violence, the results show that these children have a broad notion of what war is, and the scenarios associated to it, revealing that they are aware of the violation of human rights. They also show an attempt to find different possible solutions, such as dialogue and empathy, thinking about the advantages and disadvantages of each one.