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- Projeto MaTice: Uma experiência de interdisciplinaridade no Ensino SuperiorPublication . Loureiro, Ana Cláudia; Martins, CristinaO projeto MaTice tem como objetivo perceber de que forma a adoção da interdisciplinaridade, por meio do trabalho com projeto, proporcionou aos alunos da licenciatura em Educação Básica a vivência da interdisciplinaridade na sua formação inicial e, consequentemente, contribuir para a incorporação dessa prática nas suas futuras ações pedagógicas. Aos alunos foi proposto a realização de uma investigação estatística sobre as características dos estudantes que ingressam nessa licenciatura no ano letivo 2023/2024. Envolveu na sua concretização duas unidades curriculares que integram o plano curricular deste curso: Organização e Tratamento de Dados e Tecnologias da Informação e Comunicação em Educação. A metodologia deste estudo baseou-se numa abordagem qualitativa. Como instrumento foi aplicado um questionário online criado pelas docentes. Os resultados indicam que o projeto desenvolvido veio tornar visível a importância da interdisciplinaridade na formação de professores como uma prática promotora da compreensão, mobilização e aprofundamento de saberes necessários para a resolução de problemas e uma visão holística do mundo. Participaram deste estudo 77 alunos do 1.º ano do curso de licenciatura em Educação Básica.
- Valores em educação matemática de potenciais professores à entrada da licenciatura em educação básicaPublication . Serrazina, Lurdes; Castro, Joana; Santos, Elvira Maria; Silvestre, Ana Isabel; Jacinto, Hélia; Carreira, Susana; Ferreira, Rosa Tomás; Martins, Cristina; Amado, Nélia; Pires, Manuel Vara; MartinhoEste artigo reporta um estudo em que se pretendeu identificar e discutir os aspetos que os professores de matemática valorizam na aprendizagem desta disciplina. Foram inquiridos, por meio de um questionário eletrónico, 113 professores a lecionar no 7.º e/ou no 10.º ano de escolaridade em escolas públicas de todo o país. O estudo seguiu uma metodologia qualitativa e recorreu a uma análise de conteúdo para categorizar as respostas dos participantes. Num único item de resposta aberta solicitou-se a indicação de três aspetos que, na perspetiva do inquirido, são os mais importantes na aprendizagem da matemática. Os autores desenvolveram e operacionalizaram um protocolo de codificação baseado num quadro de análise pré-existente. Os resultados evidenciam que os dois valores mais frequentes são o Empenho e Motivação e o Bem-estar. Observou-se, assim, uma tendência para a valorização de aspetos que remetem para um forte investimento do próprio aluno na sua aprendizagem. Ficou evidente a relevância atribuída pelos professores ao Bem-Estar dos alunos, caraterizando-se pela valorização das relações entre o aluno e o professor e entre o aluno e a família. Discutem-se implicações destes resultados para a formação de professores e o desenvolvimento curricular, considerando o momento atual de alteração curricular. Palavras-chave: Valores em Educação Matemática; Aprendizagem; Empenho e Motivação; Bem-estar.
- Perceção dos Professores sobre a abordagem STE(A)MPublication . Teixeira, Patrícia Bértolo ; Rocha, Helena A.; Martins, Cristina; SPIEMEste trabalho surge de um trabalho mais abrangente focado nas práticas letivas dos professores que ensinam matemática quando implementam uma abordagem STEAM. Esta comunicação tem por base uma revisão sistemática de literatura, focando-se apenas numa das categorias definidas desafios da implementação da abordagem STE(A)M. Pretendemos responder à seguinte questão de investigação: Quais as perceções dos professores sobre as dificuldades encontradas nas suas práticas quando envolvidos numa abordagem STE(A)M? Os estudos foram selecionados nas bases de dados Scopus e Web of Science. Os resultados revelaram que as perceções dos professores sobre as dificuldades se centram na escassez de recursos e na falta de formação, nomeadamente o desenvolvimento profissional dos professores.
- 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.