Дисертації з теми "School OHS educaton"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-21 дисертацій для дослідження на тему "School OHS educaton".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
Jahan, Nasreen. "Practices and perceptions of introductory OHS education in secondary schools: towards a conceptual framework for effective OHS education for young workers." Thesis, 2013. http://hdl.handle.net/2440/84231.
Повний текст джерелаThesis (Ph.D.) -- University of Adelaide, School of Population Health, 2013
Preto, Sandra Paula Esteves. "Gravar Territórios: dois estudos de caso: Gravar Vila Flor e Gravar Sendim." Master's thesis, 2021. http://hdl.handle.net/10400.2/10849.
Повний текст джерелаRecording Territories is an investigation in Art and Education about two cine/video actions implemented in two schools, where WALKING and RECORDING were detonators to get closer to what surrounds us: people and places. This research takes place at a time when we communicate through images in which we “photograph to exist”, but in which we move away from ourselves, from the other and from what is around us. A time of urgency for the Human Being to become aware of his condition. The research work carried out was based on the proposal to leave school and walk. To walk on the street, in the landscape, in places and meeting people... Here the transformation takes place in the experience, in the get-togethers and in the path where educator, artist and student walk side by side. To clarifythis consciousness, I propose to look with different eyes, to listen with different ears and to Record. To record implies looking, choosing points of view, measuring, framing, focusing; and in this time of experimentation discoveries happen. Along the process, we produced a documentary film and a videographic map. This production adopts work contexts, close to documentary cinema and where the Camera presents itself as a mediator to establish new relationships (inside and outside the school). We learned about films, experimenting and producing. When viewing these films we realize that cinema brings us closer, we are moved by the images, we are dazzled by the places we had not yet seen and we identify with people. Something “magical” happens: inexplicable and so characteristic of cinema. As an Artist/Researcher/Educator, I propose to reflect about dynamics where each one can educate their eyes and about the need to go outside the school to create new learning contexts, in a process of creative freedom for all.
Pacheco, Florinda Maria Coelho. "Liderança, clima e conflitos na escola : um estudo de caso." Doctoral thesis, 2016. http://hdl.handle.net/10400.2/5790.
Повний текст джерелаNew roles are expected from school nowadays and, from the leader, in particular, also the development of adequate relationship management to foster a favourable environment to personal and professional success of all the scholar elements, especially their leaders. Therefore, our main objective was to analyse leadership school and its influence on the environment and conflicts that occur in those institutions. So, we created a starting point for the investigation based on the question: What role should the leader(s) have in the organization’s environment structuring? Based on a theory focusing on the organization, the environment, the conflicts and the leadership (within an educational perspective), we analysed the practice and policies of two Directors (and one School Coordinator) of elementary schools, in the northern area of Lisbon. To accomplish that, we chose a mixed methodology, giving priority to the qualitative component, through three interviews to these leaders. In parallel, we administered a questionnaire to all the elementary level teachers of these two schools. The study led us to conclude that leadership is the decisive factor in the organization environment definition. We also realized that if leadership is more centralized, controlling and authoritarian, we will observe in the teachers a greater detachment of the whole educational process, beyond the strictly academic. But if a more democratic leadership style is developed, with some responsibility capacity and trust, we perceive that these capacities infect the whole community and give rise to behavioural conducts of effective involvement/participation and real collaboration from all, in all of the educational processes. In short, we can sustain that the quality of the organizational environment depends on the leader specially in the school; mainly because he/she has the main role in the organization and is the greatest influencer of school environment.
Gomes, João Carlos Serra e. Moura. "Programa eco-escolas : um contributo para a sua avaliação." Master's thesis, 2009. http://hdl.handle.net/10400.2/1393.
Повний текст джерелаOs desafios que as questões ambientais nos colocam hoje requerem alterações profundas na nossa visão e funcionamento da sociedade. Caminhar no sentido de uma sociedade humana em equilíbrio com a natureza implica mudar determinadas questões estruturais, quer na vertente conceptual quer prática, de forma a alavancar um processo com maiores probabilidades de sucesso. A década das Nações Unidas da educação para o desenvolvimento sustentável, iniciada em 2005, constitui uma oportunidade ímpar para inscrever o tema na agenda nacional neste domínio, sendo que, o programa Eco-Escolas é uma importante ferramenta ao seu serviço, podendo fornecer um contributo para formar crianças e jovens geradores de mudanças de comportamentos. Mas como é que as escolas implementam a metodologia dos sete passos relativa ao programa Eco-Escolas? Ou, como são envolvidos os alunos no processo de implementação de um projecto de educação ambiental no âmbito do programa Eco-Escolas? Para responder a estas questões foi desenvolvido um estudo que pretende fornecer um contributo para compreender a forma de implementação da metodologia deste programa na perspectiva de construção de um instrumento de avaliação, visando uma reflexão sobre o trabalho desenvolvido e consequente correcção/melhoria de futuras acções. Tendo por base uma investigação do tipo mista qualitativa-quantitativa, o trabalho realizado compreendeu visitas a Eco-Escolas e a aplicação de um estudo de caso com utilização da técnica de observação não participante. Este estudo realizou-se entre Dezembro de 2007 e Janeiro de 2009, e contou com a colaboração da coordenação nacional do programa Eco-Escolas bem como da respectiva comissão nacional. Identificámos alguns aspectos que são considerados como pontos fortes do programa EE, bem como outros que devem ser alvo de uma reflexão. Apresentamos no final uma proposta de um instrumento de acompanhamento do programa que se propõe que venha a ser aplicado nas Eco-Escolas portuguesas, preenchendo assim uma lacuna na avaliação deste programa. A sua utilização permitirá à comunidade escolar melhorar as suas práticas ao nível da implementação do programa Eco-Escolas e do envolvimento dos alunos, tendo em vista a sustentabilidade.
Today’s environmental challenges call for profound alterations to our vision of society and of how it functions. Working toward a humane society in harmony with nature implies changing certain structural issues, both conceptual and practical, that will provide leverage to a process more likely to succeed. The United Nations decade of education for sustainable development, which began in 2005, is a unique opportunity for including the theme in the national agenda covering this matter. The Eco-Schools programme is an important tool for fulfilling this goal and may contribute to educating children and youths and thereby generate behavioural changes. But how do schools implement the methodology covering the seven steps of the Eco- Schools programme? Or, how can students participate in the process to implement an environmental education project within the scope of Eco-Schools? A study was performed to answer these questions and to help understand this programme’s implementation methodology as a means of drafting an evaluation instrument to analyse the work carried out and, consequently, to correct/improve future actions. Based on an investigation combining qualitative-quantitative aspects, the work carried out included visits to Eco-Schools and applying a case study through a non-participative observation technique. This study was carried out from December 2007 to January 2009 and was assisted by the national coordination of the Eco-Schools programme and by the respective national commission. We identified some of the EE programme’s strong points and other aspects that must be analysed. In the end, we propose a programme follow-up instrument for Portuguese Eco- Schools, a feature that is missing in this programme’s evaluation. Implementing the said proposal will allow the school community to improve its Eco-Schools programme implementation practices and boost student participation in order to attain the desired sustainability.
Sousa, Maria do Rosário Pinto da Mota Ribeiro de. "Música, educação artística e interculturalidade : a alma da arte na descoberta do outro." Doctoral thesis, 2008. http://hdl.handle.net/10400.2/1526.
Повний текст джерелаA tese de doutoramento que se apresenta tem como foco principal uma investigação-acção cuja problemática se situa na procura de percursos pedagógico-didácticos que contribuam para a abertura e transformação intercultural das escolas, permitindo uma melhor inclusão social. Escolhemos a trilogia música, educação artística e interculturalidade para responder à problemática central desta pesquisa. Nesta perspectiva concebemos, implementámos e avaliámos um Programa Musical Intercultural em três escolas portuguesas do Ensino Básico, respectivamente em três turmas dos 4º, 6º e 9º anos de escolaridade. As principais linhas de força que nortearam este Programa estão vinculadas a quatro vertentes, as quais constituem o quadro teórico-conceptual desta pesquisa: a educação artística como uma prioridade na educação; a educação intercultural como resposta à diversidade cultural crescente do mundo moderno; o papel da música como instrumento e metodologia potenciadora da comunicação intercultural; os programas de artes como impulso globalizador do desenvolvimento humano e do património cultural dos povos. O trabalho empírico assenta numa metodologia de análise qualitativa tendo como estrutura organizativa o modelo de Relação Pedagógica (RP) de Renald Legendre (1993, 2005), conjugado com a influência marcante da antropologia visual. Esta metodologia permitiu-nos apreender e reconstruir as narrativas vivenciais das viagens artísticas e culturais efectuadas ao longo das 36 sessões — sendo 12 realizadas em contexto de sala de aula para cada uma das turmas —, as quais culminaram na Festa da Música Intercultural no Auditório Municipal de Gondomar, com a participação de todos os alunos, professores,doutoranda e orientador, aberta a toda a comunidade educativa. As narrativas reconstruídas e analisadas, a partir de jornais de bordo, de grelhas de observação, de imagens videográficas, fotográficas e sonográficas, descrevem e explicam as diferentes dimensões de que se revestiu o Programa. Os resultados obtidos são indicadores do grau elevado de relevância e de participação atingidas, bem como do impacto transformador desta investigação-acção, enquanto via facilitadora da comunicação e da educação interculturais no seio das comunidades educativas. A Mandala da Educação Musical Intercultural e o Hino da Música Intercultural traduzem a síntese interpretativa do Programa e transmitem o timbre dos valores humanos e pedagógicos que quisemos transmitir.
This doctor’s degree thesis has its main focuses on an action research whose problematics is based on the search for didactic-pedagogical paths which will contribute to schools intercultural openness and change allowing for a better social integration. We have chosen the trilogy music, arts education and interculturality to address the central problematics of this research. From this point of view, we have conceived, implemented and assessed an Intercultural Musical Program in three Portuguese Elementary/Preparatory schools, respectively, in three classes from the 4th, 6th and 9th grades. The main leading forces guiding this Program are attached to four areas, which constitute the theoretical/conceptual frame of this research: Artistic education as a priority in education; Intercultural education as a response the growing cultural diversity in modern world; The role of music as an instrument and harnessing methodology for interculural communication; The Arts Programs as a globalising impulse of human development and of the cultural heritage of the peoples. The empirical work rests on a methodology of qualitative analysis based on Renald Legendre’s (1993, 2005) model of Pedagogical Relationship (PR), combined with the strong influence of Visual Anthropology. This methodology allowed us to apprehend and rebuild the existential narratives of the different artistic and cultural travels made all along the 36 classroom sessions, 12 for each class, which culminated in the community-opened Festivity of Intercultural Music, staged in the Municipal Auditorium of Gondomar, with the participation of all the students, teachers, teacher-trainer and doctorin-training. The narratives, rebuilt and analysed after log books, observation tables and video, photo and sound footage, describe and explain the different dimensions that the Program encompassed. The attained results are indicators of the achieved high relevance and participation, as well as of the transforming impact of this action research, as a facilitator of intercultural communication and education among educational communities. The Mandala of Intercultural Musical Education and Hymn of Intercultural Music reflect the interpretative synthesis of the Program and show the tone of the human and pedagogical values that we wanted to convey.
Perregil, Eva. "A interculturalidade e o uso das TIC na educação pré-escolar na Região Autónoma da Madeira." Doctoral thesis, 2020. http://hdl.handle.net/10400.2/10019.
Повний текст джерелаIn the Autonomous Region of Madeira, as well as throughout the country, the schools are receiving more and more children from other countries as a result of this global world in which we live. It is up to these institutions to be prepared to receive these immigrants and to help children in general to live a daily interculturality. This study aimed to verify if childhood educators foment intercultural education in children in their classrooms and their families, how they do it, if they resort to Information and Communication Technologies (ICT) to do so. Educators will certainly have the role of providing children in the classroom with an environment that provides contact with other cultures and stimulates the development of skills and attitudes to deal with cultural diversity. In the empirical study performed, a mixed methodology was adopted, using questionnaires surveys send to all educators of the region's public preschool classrooms. We also did interviews to a group of educators with more foreign children and / or from different cultures in their classrooms, to two project coordinators and two foreign parents, as well as a non-participant observation portraying a facilitating practice of a foreign children adaptation in a preschool room. Interculturality, although increasing in preschool classrooms in the Region, is not always approached in depth and with the attention it requires, especially in relation to the use of ICT, which is poorly developed. We must consider that in addition to thinking interculturality, besides talking about interculturality, we must live interculturality above all, making it something normal and with which we live in daily life.
Gonçalves, Jorge Manuel Parra. "Os smartphones e a educação musical no 5.º ano de escolaridade." Master's thesis, 2021. http://hdl.handle.net/10400.2/10943.
Повний текст джерелаHow to use the smartphone as a pedagogical resource in the 5th grade, in Music Education, in the three areas common to Art Education? The present study, that took place in the academic year of 2018-2019, was inspired by this question to which it aimed to answer to. Methodologically we opted for a case study approach - a 5th grade class of Anselmo de Andrade Group of Schools. Data collection was carried out during school activities through observation and surveys. Descriptive statistics and content analysis were used for data analysis. The results obtained hightlight that the pupils perceive the smartphone as an instrument of entertainment, which, however, did not prevent its dialogical and collaborative use, and subsequent construction of essential learning, through the Doodle Bach, Padlet and Kahoot. We conclude that this is possible providing that the teaching activities developed in the context of active learning are framed by a code of conduct.
A investigação realizada no âmbito deste Projeto está integrada nas linhas de investigação da Unidade de Investigação e Desenvolvimento - Laboratório de Educação a Distância e eLearning (UID 4372/FCT), da Fundação para a Ciência e Tecnologia do Ministério da Ciência, Tecnologia e Ensino Superior.
Cunha, Albino. "Jovens da Europa e do Magrebe entre alfândegas e pontos do Mediterrâneo [Em linha] : uma abordagem comparativa e intercultural." Doctoral thesis, 2011. http://hdl.handle.net/10400.2/2328.
Повний текст джерелаO principal inimigo nas relações entre países, povos e culturas é a ignorância e o desconhecimento, geradores de incompreensões e mal-entendidos, preconceitos e discriminações, especialmente, num mundo globalizado marcado pela aceleração da informação e da comunicação. Neste sentido, a educação, através da escola, ao promover a dimensão do conhecimento intercultural, constitui uma das melhores formas de reconciliar pontos de vista diferentes e permitir que prevaleçam os valores de compreensão e de aceitação do «outro» e de comunicação com «o outro.» O presente estudo pretende explorar, identificar e analisar os conhecimentos culturais, as perceções, os valores e os imaginários de jovens alunos de escolas secundárias públicas da Europa do Sul e do Magrebe, mais precisamente, de Lisboa, Madrid, Paris e Rabat, (Argel), Tunes, no contexto de um espaço civilizacional comum que é o Mediterrâneo. Procurámos valorizar o papel que poderá ter a educação intercultural, num espaço de forte mobilidade transfronteiriça, para o desenvolvimento de boas práticas relacionais e para a aquisição de competências interculturais. Procurámos, ainda, identificar o contributo dos jovens na construção do projeto mediterrânico considerando o contexto e a proximidade geográficos, o legado cultural e histórico, o desenvolvimento económico e a dinâmica da mobilidade humana, em particular, pelo contexto geocultural do estudo, entre o Magrebe e a Europa. Para alcançar estes objetivos, adotámos uma metodologia consubstanciada numa perspetiva comparativa e intercultural. Desenvolvemos duas componentes analíticas. Uma primeira, de natureza mais teórica, consubstanciou-se no desenvolvimento do paradigma da pluralidade mediterrânica na análise e estudo das práticas e contextos de atuação culturais. Uma segunda, de natureza mais empírica, consubstanciado na aplicação de um inquérito por questionário, procurou explorar e analisar a valorização do conhecimento intercultural no meio escolar (ensino secundário) como mecanismo operacional para diluir a estigmatização cultural e para promover uma melhor mobilidade humana, individual e coletiva. Dos procedimentos de recolha da informação através da aplicação de um inquérito por questionário e da sua respetiva análise quantitativa e qualitativa, resultou a verificação de um conhecimento intercultural pouco consistente entre os jovens europeus e magrebinos, embora os jovens magrebinos mostrem mais interesse em conhecer os seus pares europeus; a importância do conhecimento intercultural entendido simultaneamente como conhecimento de si e do outro para um melhor entendimento entre culturas; e, por último, um desconhecimento significativo do Mediterrâneo como referência cultural comum embora aqueles jovens mostrem a relevância de se aprender mais e melhor acerca do Mediterrâneo.
The main impediment in the relations between people, countries and cultures is the ignorance and the unknown, which generate lack of comprehension and also misunderstandings, especially in this globalized World which is characterized by the fast pace of information and communication. Accordingly, education, through the promotion of the dimension of intercultural understanding, constitutes one of the best forms of reconciling different points of view and allowing for the values of comprehension, acceptance and communication to prevail. This Thesis has the objective of exploring, identifying and analyzing the cultural understanding, the perceptions, the values and the imaginaries of young students of Public High Schools of Southern Europe and Northern Africa, or Maghreb, more precisely from Lisbon, Madrid, Paris, Rabat, (Argel) and Tunes, in the context of the common civilization space of the Mediterranean. We envisage emphasizing the role that intercultural education can have, in a space of strong trans-national mobility, for the development of good relational practices and for the acquisition of intercultural skills. We also look to identify the contributions of youngsters for the construction of the Mediterranean project, considering the geographical proximity and context, the historical and cultural legacies, the economical development and dynamics of human mobility between Maghreb and Europe, in particular for the geo-cultural context of the study. To accomplish these objectives we adopted a methodology based in a comparative and intercultural perspective. We developed two analytical components. The first one, of a more theoretical nature, constitutes the development of a paradigm in the Mediterranean plurality in the study and analysis of the practices and contexts of cultural actions. The second and more empirical one tried to explore and analyze the value of intercultural knowledge in the School environment (high school level, ages 16-18) as an operational mechanism to overcome cultural stigmatization and promote a better human mobility, both individual and collective. From the collection of information through a questionnaire-based survey, and the following quantitative and qualitative analysis, resulted the observation of an intercultural understanding of little consistence between European and North African youngsters, despite the fact that the young people of Maghreb show more interest in knowing their European pairs than the other way around; the significance of intercultural understanding, reasoned as the simultaneous knowledge of oneself and of the other for a better mutual comprehension between cultures; and lastly, the large extent of the ignorance of the Mediterranean as a common cultural reference, although it is recognized the relevance of learning more and in a better way about the Mediterranean.
Botas, Dilaila. "Histórias que a escola conta: integração de crianças imigrantes no 1º ciclo de escolaridade." Doctoral thesis, 2017. http://hdl.handle.net/10400.2/6594.
Повний текст джерелаThis research addresses the problem of reception, acceptance and inclusion of students from other countries in Portuguese schools, in particular, in elementary a school located in the Lisbon area, where students of a non-Portuguese origin correspond to about ten percent of the school population. It aims to recognize deeply the school practices used in the reception, integration and inclusive development of newly arrived students, and understand what are the main school measures envisaged in the Activity Plan (PA), in the Educational Plan (PE) and the Normatives for the reception of such students. Methodologically, this research uses a qualitative methodology of ethnographic approach, focusing the data collection process in unnoticed participant observation, in informal conversations with teachers, students, school staff and parents, as well as in analyzing school documents. Through close proximity in diverse places such as the playground, the cafeteria and the classroom, the research focuses on school integration of nine students aged between 6 and 10 years, newcomers to Portugal and of various nationalities, who entered the school at the end of the academic year 2011/2012 and during the school year 2012/2013. Thus, the observation took place during the third period of the 2012/2013 school year, and continued in the academic year of 2013/2014. The main findings point out to similar practices with regard to the registration procedure. All of the students entered in the same grade they would attend if they had remained in the country of origin. In addition, all guardians accompanied regularly the schooling of children. With regard to school, there were measures and practices to ensure equal access, but it does not reveal the development of different projects to facilitate the integration of newcomers students. The study also points out that the main agents for school’s inclusion are the students themselves, with the help of other colleagues, particularly those with more time of residence in Portugal and enrollement in the school as well as teachers and teaching assistants. Simple routines of school life are learned informally with peer outside the context of classroom. "Stories School Counts: Integration of Immigrant Children in the 1st Cycle" has resulted in an investigation that reinforces and shows once again the complexity of the responses that the school has to build to provide a quality and successful education for children so different from each other Social, linguistic and cultural, not to speak of the individual. This complexity is observed at different levels and stages. At school level, through how the child is welcomed and integrated, highlighting the relationship with the parents, the enrollments and equivalences, the support provided to the students and the PLNM offer. Also at the classroom level, we can highlight the strategies of teachers and the relationship with colleagues.
Carneiro, Maria de Fátima Vermelho Milheiro Alves. "Educação global: perspetivas de alunos e professores de uma escola europeia." Doctoral thesis, 2022. http://hdl.handle.net/10400.2/11873.
Повний текст джерелаThis research aims to contribute to the production of knowledge about global education in a school context, among students and teachers of an European School, in an international context, seeking to highlight some key aspects of this phenomenon, based on the following research question: What are the perceptions of students and teachers about global education and the development of global competences in a European School, in an international context? Given the relevance of communication in current societies and its contributions to globalization, we highlight the concepts of globalization, culture and communication, highlighting the role of communication and information technologies as promoters of a dialogue between cultures. We understand as fundamental the role of intercultural competence and its influence at the level of interactions and communication between people of different cultures. It is also important to highlight the role of citizenship at national and international levels, which appears in an increasingly globalized way, referring to an interdependence of behaviors associated with the common good. Faced with global challenges, global education requires new approaches at the level of educational systems, policies and practices, which lead to a holistic and interdisciplinary approach, supported by school curricula with a focus on global themes, aimed at sustainable and inclusive development. Starting from the general objective “to analyze and improve the effective knowledge about global education”, we opted for a mixed research methodology and, as data collection techniques, we opted for a questionnaire and a semi-structured interview. In a first step, a questionnaire was constructed and validated, which was subsequently applied to one hundred and fifty-four students in the fourth and fifth years of schooling in the primary cycle and to students in the first to seventh years of the secondary cycle who attend a European School in international context. In a second stage, four interviews were carried out with two primary school teachers and two secondary school teachers in the same school. The results obtained in both stages allowed us to gather a set of evidence that point to the development of global competences in the Alfa XX European School, highlighting some projects that involve components of global citizenship, particularly linguistic diversity and the appreciation of different cultures. We conclude that global education can promote the development of global skills by providing students with the deepening of skills needed to act locally and globally. Finally, we present some proposals that may constitute a support for future research in Global Education.
A investigação realizada no âmbito deste Projeto está integrada nas linhas de investigação da Unidade de Investigação e Desenvolvimento – Laboratório de Educação a Distância e eLearning (UID 4372/FCT), da Fundação para a Ciência e Tecnologia do Ministério da Ciência, Tecnologia e Ensino Superior
Almeida, Maria do Carmo Rendeiro Tomaz Soares de. "O impacto das lideranças escolares nas práticas educativas do sistema prisional: estudo de caso numa escola secundária." Master's thesis, 2019. http://hdl.handle.net/10400.2/8830.
Повний текст джерелаThis dissertation is part of a larger project developed within the scope of the Masters’ Programme in Administration and Educational Management of the Open University on the theme "The impact of school leadership on the educational practices of the prison system”. Arguing that the improvement of the inmates’ qualifications is one of the major aspects for the social inclusion of the subjects after confinement, this dissertation is focused on the impact of the directives of the leadership of a secondary school in the school education of prisoners of a regional prison within its geographical area. Subsequently, five specific research objectives are pinpointed as they outline the nature of the institutional relationship between the regional prison and the secondary school in its geographical area: identifying the articulation of the educational project of the regional prison and the educational project of the secondary school in its geographical area; characterizing the secondary school education developed at the regional prison by the secondary school in its geographical area; identifying the challenges and constraints imposed on the educational guidelines of secondary school leaders in the regional prison in their geographical area; and indicating recommendations to improve the quality of the educational service offered to inmates of a regional prison institution under the responsibility of school leaders secondary school in their geographical area. This research consists of a case study whose purpose is to describe and interpret a particular reality. For its compliance, we decided to apply a mixed methodology, which includes the qualitative methods semi-structured interview survey and the documentary research, and quantitative methods that include a closed questionnaire survey. In this dissertation we expand and discuss the main conclusions of this study centred on the impact of the orientations of secondary school leadership. Such an impact is materialized as follows: an adequate plan of continuous teacher training for the teachers who teach at regional prisons; material aid for the educational service in prisons; promoting collaborative work with the management of the regional prison and with all the other players in this process. However, the intention and action of school leaders are not found in the guiding documents of the secondary school, with no education in prison context due to the emphasis.
Mota, Paula Rocha Peixoto Decq. "Conceito de função: fundamentos e lecionação." Master's thesis, 2020. http://hdl.handle.net/10400.2/9866.
Повний текст джерелаThe concept of function is one of the most important concepts in mathematics. Therefore, the study of functions is a central theme in high school mathematics curriculum in Portugal. With the curricular and programmatic changes that have occurred in the portuguese educational system over time, the theme related to the study of functions had different approaches and different perspectives. Starting from a historical retrospective since de 1940s and focusing on the various approaches to this specific content over the years, we will analyze the various programs in the educational contexts of each era. Recently there have been several changes over a short period of time that have implications for both the content to be addressed and the objectives to be achieved. In this context, we will seek to draw comparisons between the most recent curriculum and curriculum documents, based on student profile at the end of compulsory education and based on our own teaching experience. Parallel to this work, and within de set theory, we present the concept of function, given as a relation between sets based on certain conditions, and analyze the properties and characteristics of functions in this context.
Costa, Maria João Oliveira Lopes Santos. "Formação de professores para a educação inclusiva: o caso de um curso de formação contínua para docentes." Doctoral thesis, 2021. http://hdl.handle.net/10400.2/11652.
Повний текст джерелаThe paradigm shift towards a school that is wanted by everyone and for everyone, attached to the fact that this is the main support of the work we do daily, has aroused our interest in understanding the phenomenon of inclusion in the school context. This research is part of the need to understand to what extent the Continuous Professional Teachers’ Training contributes to the appropriation of the principles and foundations of inclusion, as well as to the development of inclusive educational practices in the teaching-learning process, and its primary context is the case study of an accredited continuous professional teachers’ training course on the theme “Inclusive Education: Processes and Practices”. The training course in question was taught by us to a group of teachers and it was during its implementation that the data collection instruments that understated the entire investigative process were applied. Through a qualitative study and as we wanted to know and analyze the perspective of the trainees who attended the course, brief questionnaires were applied used in a formative context as the training progressed. Two discussion groups were held and analyzed too. The data were analyzed using descriptive statistical techniques, as well as predominantly qualitative content analysis. The conclusions are structured according to the four underlying and transversal to the entire study: Inclusion Processes, Inclusive Competences of Teachers, Educational Practices and Ongoing Training. Since it is not our goal to generalize, the conclusions presented followed the questions and objectives that had been outlined.
A investigação realizada no âmbito desta Dissertação está integrada nas linhas de investigação da Unidade de Investigação e Desenvolvimento - Laboratório de Educação a Distância e eLearning (UID 4372/FCT), da Fundação para a Ciência e Tecnologia do Ministério da Ciência, Tecnologia e Ensino Superior.
Sobral, Maria Filomena Gonçalves. "Direitos do aluno em contexto escolar : um estudo comparado entre o Ensino Secundário Público e o privado no Concelho de Lisboa." Doctoral thesis, 2016. http://hdl.handle.net/10400.2/5393.
Повний текст джерелаConsidering the important part educational institutions play in forming children and youngsters, the respect for the rights of students is a fundamental condition to provide them with a quality education. On this basis, we decided to carry out a case study in a Public School and in a Private School, both located in the municipality of Lisbon, to learn about students’ perception on the promotion of their rights in school and understand the similarities and the differences between both school environments, given the different legal nature of both institutions. To achieve this goal, we asked the following questions: (i) do students know they have rights?; (ii) can they exercise their rights on equal terms and without discrimination?; (iii) is the best interest of the student the main aspect School takes into consideration?; (iv) does School guarantee the right of students to life, survival and development? and (v) is the students’ opinion taken into account, in every matter concerning them? In order to achieve the goals we had set, we decided for a case study approach. We used a mainly qualitative methodological approach with resort to varied techniques, namely interview, inquest by questionnaire and documentary analysis. A review of the literature was made, in accordance with the previously defined conceptual areas, based on the general principles of International Law, consigned in the U.N. Convention on the Rights of the Child of 1989, under which every right expressed on it must be interpreted: the principle of non-discrimination, the principle of the best interest of the child, the right to life, survival and development and the principle of respect for the views of the child. The analysis of the concepts and of the different legal nature of both institutions was also a subject of our study. On the other hand, we have also revised Portuguese legislation concerning the rights of students, namely the various students’ statutes issued over the years. The analysis of the results obtained leads us to the conclusion that the respect for the rights of students, in their many dimensions, has not yet been totally achieved, mainly the right of students to non-discrimination and their right to participation at micro- and meso- level. Although a generalization of this study is not advisable, the educational community must strive to understand the dimension and the importance of respecting the rights of students, mainly to create a democratic environment conducive to full equality of opportunities to every student and free choice of the school’s educational plan by the families of the children and the students.
Connelly, Cathryn. "Complexity in an Educational Technology Transformation from Proprietary to Free/Libre Open Source Software: A Case Study." Thesis, 2013. http://hdl.handle.net/1828/4874.
Повний текст джерелаGraduate
0710
0524
0533
katyconnelly@gmail.com
Costa, Maria do Carmo da Cunha. "A literatura para a infância na construção de uma consciência ambiental no jardim-de-infância: a colaboração da biblioteca escolar." Master's thesis, 2020. http://hdl.handle.net/10400.2/9407.
Повний текст джерелаTo talk about Environmental Education to pre-school education students through the reading and exploitation of children stories happens frequently and it is very important to the pedagogical practice and thus leading to a big progress in the quality of education. Nowadays school libraries have great influence on the development of the pleasure and the habit of reading and attending a library. A school library is also an important tool of collaboration and it promotes processes that were built and experienced during the educational practice. In this perspective, we can see with this work the investigative progress developed with a group of children from a kindergarten. The study was led according to the Curricular Orientation to a Pre-school Education, the School Curricular Project and Curricular Structure to a Pre-school Education and with the Educative Project in conjunction with the Annual Plan of Activities. With this research I tried to know the children’s perceptions towards the environment and an environmental awareness through a group of activities carried out from children’s books. I tried to understand if they reflect the activities performed by the children. Also sought to identify lines of intersection between the entertaining and pedagogical goals of Literature to Children and his pedagogical virtues, specifically with regard to ecological literacy.
Eustáquio, Ana Maria Carvalho. "Promoção da leitura no ensino secundário: os projetos de leitura em literatura portuguesa." Master's thesis, 2020. http://hdl.handle.net/10400.2/9858.
Повний текст джерелаNowadays, the promotion of reading is vital, given its benefits for the education of individuals and for school success. So, it should mobilize the school to renew reading teaching and learning methods, especially literary reading, the most deficient skill. This need is especially relevant in secondary education, as reading habits decrease as young people age. In our study, we tried to tackle the lack of reading habits in a 10th grade Portuguese Literature class, incompatible with the requirements of the subject program, especially the Individual Reading Project. For this purpose, an action-research project was applied, according to the project methodology. Therefore, we structured the project in four phases, according to Serrano (2008): diagnosis, planning, application/execution and evaluation. The reading project we developed was designed according to principles inherent to the reading modalities usually referred to as reading workshops, reading clubs or circles, book clubs, virtual reading clubs or reader communities. It was applied during one school year - 2017/2018. For data collection and processing, in each phase of the project, we used qualitative methods (direct participant observation, through focused observation grids, and content analysis of the students' portfolios, through a categorical analysis grid). However, we also obtained quantitative data (through checklists). Both the expected results and the objectives were achieved, and the project revealed great potential for the promotion of reading at school, not only in Portuguese Literature, but also in other areas, namely through other projects that were later conceived and/or applied in the library, coordinated by the author, also the librarian teacher, with the participation of students from the sample-group of this study and others.
Matias, Isabel. "A biblioteca escolar no 1º ciclo do ensino básico : análise da sua intervenção em processos de mudança." Doctoral thesis, 2019. http://hdl.handle.net/10400.2/8426.
Повний текст джерелаIn recent years we have seen multiple institutional initiatives to promote the modernization of primary schools and the change and innovation in teachers' pedagogical practices. In this context, it is important to look at the role of school libraries (SL). In fact, since the creation of the School Library Network, and especially in the present century, it has been verified that several innovation-oriented projects in schools have had the School Library as a relevant partner. National programs such as the National Reading Plan, the National Plan for Teaching Portuguese Language and the Technological Plan of Education are examples of this situation. At the same time, primary schools went through different forms of organization (horizontal, vertical and mega groupings) that inevitably influenced the dynamics of School Libraries in these schools. This research aimed to analyze the relationships between the School Library as a pedagogical structure and the referred programs, from two groupings of schools in the Algarve region. It also examined the effect of the structural reorganizations that the 1 st cycle basic schools of these school groupings have faced in relation to School Libraries's work. This analysis was articulated with the verification of the visibility of SL in 91 reports of internal and external evaluation of the group of schools of the district of Faro. The empirical research used interviews with the directors, assistant professors of the direction responsible for the 1st cycle basic schools; the application of a questionnaire survey to primary school teachers and document analysis. The study shows that National Reading Plan was significantly incorporated by SLs and the National Plan for Teaching Portuguese Language and the Technological Plan of Education, and school reorganization in a less noticeable way. It also shows that the SL is referred to in internal and external evaluation as a pedagogical valence and not just as mere physical space.
Ventura, Maria Filomena da Silva. "O professor e a escola inclusiva : contributos psico-sociais." Doctoral thesis, 2009. http://hdl.handle.net/10400.2/1528.
Повний текст джерелаO objectivo deste estudo consistiu em conhecer o percurso de construção da Escola Inclusiva em Portugal a partir das percepções, crenças e atitudes do professor, bem como a contribuição do professor de educação especial no contexto inclusivo. Neste sentido, partiu-se do pressuposto de que o professor de educação especial, face à sua formação em NEE e à sua experiência com a diversidade discente, constituir-se-ia como um recurso de ensino. Aquele que colabora com o professor da turma ou da disciplina, conforme o ciclo de escolaridade, na definição e implementação do programa educativo individual e na co-dinamização de metodologias activas que promovam a aprendizagem de todos os alunos da turma. O estudo consta de duas partes: na primeira é apresentada a fundamentação teórica nos domínios da escola inclusiva, tipos de professor e respectivas atitudes, perfil e competências do professor de educação especial; a investigação empírica constitui a segunda parte do estudo. A análise dos resultados revela uma escola ainda hesitante neste processo de transformação. Emerge, do estudo, a valorização do conceito de inclusão mas, simultaneamente, no que se refere às práticas pedagógicas, regista-se um contexto tradicional. O professor da turma delega no professor de educação especial a responsabilidade do atendimento do aluno com NEE e o professor de educação especial emerge como professor técnico, que domina sobretudo, procedimentos administrativos. Pese embora a envergadura de tal projecto, a construção da escola inclusiva, o sonho pode tomar forma sempre que cada professor aceitar a diferença como um desafio.
Luís, Maria Sílvia Rodrigues. "Avaliação externa de escolas: estudo a partir das perceções e expectativas dos diretores de um estabelecimento de ensino profissional privado." Master's thesis, 2022. http://hdl.handle.net/10400.2/11626.
Повний текст джерелаEducation is an essential factor in the social and economic development of a country. Many authors have already expressed the connection between schooling levels and the development indexes of a country. Among the different levels of education, vocational education has a special relevance since it provides trainee students with a profession, giving them a set of know-how skills, as well as a solid theoretical background. Several research works recognize the benefits of vocational education, not only for the student, but also for the country itself, mainly in what regards to economic growth, the ability to perceive the needs of the labor market, an access to better salaries, and greater inclusion. Facing this concern, in 2009, the European Parliament promoted the implementation of the EQAVET- European Quality Assurance Reference Framework for Vocational Education and Training framework as a component of quality accreditation of institutions organizing vocational training courses. In this sense, the present dissertation sought to understand the external evaluation process of a private vocational education institution, with the main goal of answering the following questions: What are the expectations and perceptions of educational agents acting in a Private Vocational Education School about the 3rd external evaluation cycle? What influence can the third cycle of AEE have, as a driving element for the academic success of the institution under study, from the perspective of its leaders? This study took research and document analysis and semi-structured interviews with the Director of the EPBJC - Escola Professional Bento Jesus Caraça, Seixal delegation and the National Pedagogical Director of the AEBJC - Associação Ensino Bento Jesus Caraça. To this end, we used a qualitative methodology, as part of a case study, which brings together some methods of data collection, namely: the bibliographic and documentary research, semistructured interviews with the Director of the EPBJC-Delegation of Seixal and the National Pedagogical Director of AEBJC. The analysis of the interviews made it possible to conclude that the EPBJC has already implemented an external evaluation system within the EQAVET framework. It is understood, according to the interviewees, that the 3rd cycle of external evaluation can be an enhancer of quality and educational success. The results of the internal and external evaluations indicate an improvement of almost all the weaknesses and constraints factors indicated, being recognized as an essential pedagogical contribution that, when practised thoroughly and fairly, it adds quality to teaching and contributes to students' educational success. It will require a systematic and organized application, involving all educational agents, and valuing the role of each in the whole process. It’s a sine qua non condition that this study can be applied in all public or private educational institutes/schools.
Este trabalho foi desenvolvido no âmbito do projeto PTDC/CEDEDG/30410/2017, Mecanismos de mudança nas escolas e na inspeção. Um estudo sobre o 3º ciclo de Avaliação Externa de Escolas no Ensino Não Superior, em Portugal (MAEE), financiado por fundos nacionais através da FCT – Fundação para a Ciência e a Tecnologia, I.P.
A investigação realizada no âmbito desta Dissertação de Mestrado está integrada nas linhas de investigação da Unidade de Investigação e Desenvolvimento - Laboratório de Educação a Distância e eLearning (UID 4372/FCT), da Fundação para a Ciência e Tecnologia do Ministério da Ciência, Tecnologia e Ensino Superior.
Gil, Rita Isabel Lourenço. "Os desafios da educação para o séc. XXI : o projeto piloto de inovação pedagógica na promoção do sucesso escolar de todos." Doctoral thesis, 2021. http://hdl.handle.net/10437/12007.
Повний текст джерелаEmergem atualmente nas escolas públicas projetos inovadores que procuram promover o sucesso dos alunos, valorizando os seus interesses, motivações e potencialidades. Estamos na presença de uma geração que além de já nascer a manusear as tecnologias, deseja ser construtora da sua aprendizagem. Acresce uma necessidade de alterar o paradigma de escola tradicional e potenciar novas metodologias em sala de aula que podem vir a revelar-se úteis na motivação dos alunos e na efetivação das aprendizagens e na mobilização de competências essenciais para as necessidades emergentes do século XXI. Este estudo de caso analisou a implementação do Projeto Piloto de Inovação Pedagógica (PPIP), proposto pela DGE, numa escola pública. Este projeto, além de ter privilegiado o trabalho de projeto e de ter proposto uma nova forma conceber o currículo, fez uso das tecnologias com o projeto “Edulabs”, implementado em Portugal em 2014, pelo Ministério da Educação. O Projeto Piloto de Inovação Pedagógica iniciou-se com 9 medidas de intervenção no ano 2016/17 e no ano 2017/18 foram acrescentadas novas medidas, que obrigaram à alteração de metodologias em sala de aula e à gestão flexível do currículo por projeto e em grupos heterogéneos. São objetivos deste estudo compreender como o PPIP, com recurso à metodologia de projeto e ao uso das tecnologias, pôde contribuir para um ensino inclusivo e diferenciado potenciando o sucesso de todos os alunos. Como estudo preliminar, analisámos o Projeto Edulabs (2016/2017), na turma do 5º D, com 20 alunos. Para a recolha de dados utilizámos, neste primeiro estudo, a observação naturalista, a entrevista semiestruturada e questionários. Pelos instrumentos de monitorização das aprendizagens, nomeadamente pelas observações diretas do trabalho projeto, verificou-se melhoria do desempenho escolar de cada aluno. Em complemento a este estudo preliminar, alargámos a investigação à implementação do PPIP, em 2017/2018, em que se verificou a junção de uma turma do 6º (a anterior 5º D) com uma turma de 7º ano de escolaridade, cada uma delas com vinte alunos, para compreender como os alunos utilizam os sistemas tecnológicos e as metodologias de ensino e de aprendizagem, postos à sua disposição, e quais os resultados que daí advêm. O Projeto Piloto de Inovação Pedagógica abrangeu nesse ano piloto, as turmas 1º ciclo, 1ºH/2ºH; 4ºA/4ºB; as turmas de 2º ciclo, 5ºE/6ºE e as turmas de 3º ciclo 6ºD/7ºE. Este estudo de caso recaiu na turma PPIP 6ºD/7ºE e apresentou-se como um desafio ao aluno na construção ativa na construção da sua aprendizagem com recurso a estratégias diversificadas. Esta abordagem combinou o uso de tecnologia e o trabalho por projetos como recursos disponíveis, para que os alunos, pudessem, ao seu ritmo, encontrar a melhor resposta para construir conhecimento e apropriar-se das ferramentas e competências necessárias para integrar a sociedade do século XXI.
Currently, innovative projects are emerging in public schools that seek to promote the success of students, valuing their interests, motivations and potential. We are in the presence of a generation that, in addition to being born to handle technologies, wants to build their learning. In addition, there is a need to change the traditional school paradigm and enhance new methodologies in the classroom that may prove to be useful in motivating students and making learning effective and in mobilizing essential skills for the emerging needs of the 21st century. This case study analyzed the implementation of the Pedagogical Innovation Pilot Project (PPIP), proposed by DGE, in a public school. This project, in addition to privileging the project work and having proposed a new way to design the curriculum, made use of technologies with the “Edulabs” project, implemented in Portugal in 2014, by the Ministry of Education. The Pedagogical Innovation Pilot Project started with 9 intervention measures in the year 2016/17 and in the year 2017/18 new measures were added, which required the change of methodologies in the classroom and the flexible management of the curriculum by project and in heterogeneous groups. The objectives of this study are to understand how the PPIP, using the design methodology and the use of technologies, could contribute to an inclusive and differentiated teaching, allowing a more effective learning, respecting the pace of each student. As a preliminary study, we analyzed the Edulabs Project (2016/2017), in the 5th D class, with 20 students. For data collection, in this first study, we used naturalistic observation, semi-structured interviews and the application of questionnaires. Through the instruments for monitoring learning, namely through direct observations of the project work, there was an improvement in the school performance of each student. In addition to this preliminary study, we extended the investigation to the implementation of PPIP, in 2017/2018, in which there was a junction of a class of 6th (the previous 5th D) with a class of 7th grade, each with twenty students, to understand how students use technological systems and teaching and learning methodologies, made available to them, and what results result from them. In addition to the techniques already mentioned, questionnaires were applied to students in the PPIP classes of the 2nd and 3rd cycles. The Pedagogical Innovation Pilot Project presented itself as a challenge to the student in the active construction in the construction of their learning using diverse strategies. This approach combined the use of technology and project work as available resources, so that students could, at their own pace, find the best answer to build knowledge and appropriate the tools and skills necessary to integrate 21st century society.