Maria Eduarda Ferreira

Introducción: El mundo actual está globalizado, en cambios y en los cuales los retos de la sociedad son constantes. Tener competencias en metodologías de innovación pedagógica favorece la formación de individuos capacitados para responder a estos retos. Es en este ámbito que se encuadra este estudio. Metodología: Se analiza la eficacia de un proyecto para mejorar el proceso de co-creación e innovación pedagógica con un grupo de universitarios portugueses. Resultados: El análisis de los resultados, con base en las observaciones y registros de los estudiantes ha evidenciado que el proyecto de co-creación ha contribuido para que estos estudiantes desarrollasen el pensamiento crítico, capacidades de comunicación y de trabajo en equipa y colaborativo. Conclusiones: Se concluye de la eficacia de la co-creación en el intercambio y la construcción de conocimientos y también de una (re)construcción constante de praxis educacional, pues el profesor continúa siendo un eterno aprendiz del proceso de enseñanza.

Este artículo relata la experiencia didáctica en la iniciación a la práctica pedagógica de las titulaciones de magisterio de primaria en el marco del programa de la Comisión Europea que promueve la movilidad tanto de los estudiantes como de los docentes de la formación de maestros. Las actividades apoyadas son variadas e incluyen, entre otras, periodos de prácticas y estancias de corta duración (ErasmusPro), acogida de expertos visitantes. Las instituciones participantes deben promover activamente la inclusión y la diversidad, el desarrollo sostenible y la alfabetización digital a través de sus actividades, aprovechando las oportunidades de financiación específicas que ofrece el programa para este fin, sensibilizando a sus participantes, compartiendo buenas prácticas y eligiendo un diseño adecuado para sus actividades. Este proceso requiere la colaboración y una preparación detallada de actividades entre instituciones de diferentes países de la UE con la misma formación. Nos proponemos describir la experiencia entre 5 países - Francia, España, Portugal, Italia y Romania- y los pasos a seguir para poner en práctica este proceso peculiar con el objetivo de mejorar la calidad de la formación profesional inicial y continua en Europa.

As education is a powerful means of promoting sustainability, it is necessary to think and act on the (trans)formation of the professional profile of the future kindergarten teacher. As ecocentric educational practices can be a crucial point, ecocentric action competence needs to be developed. In this context, pedagogical traineeship supervisors can play a meaningful role. Accordingly, this study analyzed the didactic-pedagogical potential of a training strategy in science teaching based on reflection-critical thinking about what effective science teaching is. Further, it investigated the mediating role of action research methodology in promoting trainee reflexivity. The findings highlighted the merits of the formative perspective adopted, given the learning evidenced by children and stated in the traineeship report. It is concluded that the role of the supervisor is relevant in the construction of a pedagogical outlook of science teaching aligned with environmental values. It is time to take the traineeship process as a space to understand and identify pathways for empowering ecocentric action.

Análisis de aprendizajes en contexto de educación no formal: contribución para la formación profesional en “acompañamiento de niños y jóvenes”

Pretendemos conhecer o processo evolutivo e as caraterísticas específicas das crenças infantis (3 a 10 anos) acerca da gravidez e desenvolvimento intrauterino e fatores associados. É um estudo correlacional quase experimental. A nossa amostra é incidental, constituída por 566 crianças portuguesas. Neste estudo comprovámos a existência de processos evolutivos ou de diferenciação nas crenças infantis acerca de gravidez e desenvolvimento intrauterino, associados à idade, nível socioeconómico e o nível de desenvolvimento cognitivo.

Esta investigação, de natureza empírica, tem como objetivo analisar a tipologia e operacionalização dos trabalhos de casa prescritos pelos professores do 1º Ciclo de uma escola privada portuguesa do Ensino Básico. Os dados recolhidos, para esta investigação, foram analisados para três áreas curriculares: Português, Matemática e Estudo do Meio. A análise dos dados possibilitou perceber que estes professores privilegiam a prescrição de tarefas da mesma tipologia, para Português e Matemática. Quanto ao Estudo do Meio, verifica-se um aumento significativo de trabalhos de casa prescritos no final do ciclo de ensino. A Ficha de Trabalho é a tipologia de trabalhos de casa que os docentes privilegiam. Os resultados sugerem a necessidade, do grupo de professores, de repensar as suas práticas no que às tipologias e tarefas inerentes ao trabalho de casa diz respeito.

Information about the paper titled "COOPERATIVE LEARNING: AN EXPERIENCE IN THE PEDAGOGICAL TRAINING OF A FUTURE PRIMARY TEACHER" at IATED Digital Library

Information about the paper titled "INITIATION TO PROFESSIONAL PRACTICE: PATHS OF INSTITUTIONAL COOPERATION IN SCIENCE EDUCATION" at IATED Digital Library

Deforestation is a global issue. Education has a fundamental role to play in this context. In this regard, the direction and effectiveness of educational practices should focus on the empowerment of students in ecocentric environmental attitudes. A key point in education for environmental sustainability is pedagogical approaches focused on the development of critical and reflective thinking. In this context, objectified research was developed in the (re)conceptualization of the “living being”, with thermogram didacticization, as a way to develop egalitarian feelings of the need for similar attitudes among living beings. The study was developed in an action-research context. The pedagogical-didactic intervention was within the scope of the “Natural Sciences” curricular unit of the “Basic Education” degree at a Portuguese Institution. After a pedagogical-didactic intervention, the reconceptualization of “living being” was observed in these students, presenting, now, a reflexive argument concerning the ecocentric environmental attitudes regarding the “living being” – the tree vs. animal, highlighting the importance that the thermographic images had in the (re)significance of their “new look” regarding the tree.

The term scientific literacy arises due to the need of the scientific community to see that the population validated its scientific and technological production. The construct Scientific literacy has been subject to diverse conceptual considerations over the years, arising from the scientific, technological, social and political changes that marked contemporary society characteristics. In this study, we sought to assess the evolution of the scientific literacy construct over the first decade of the twenty-first century, through qualitative research, using a bibliographic study. Forthe operationalization of this analysis, different dimensions for scientific literacy were defined. The results suggest that scientific literacy embodies a construct that is deictic in nature, shaped by the social, political, cultural and scientific contexts prevailing in the society it belongs to. The conclusion is that all of this conceptual matrix suggests a change in the relatively passive form in which science is appreciated of and the way this operates in society towards a commitment to personal involvement with science and towards the valuation of the importance of scientific knowledge throughout life.