Browsing by Author "Trindade, Bruno"
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- Animación Sociocultural en el 1º Ciclo: ¿Cuáles son los Beneficios de Promover la Integración Escolar?Publication . Trindade, Bruno; Pocinho, Ricardo; Rodríguez Conde, Maria JoséEl presente artículo tiene como objetivo mostrar la perspicacia pedagógica de la relación entre la Animación Sociocultural y el educar, verificando cuál es la percepción que los alumnos y docentes revelan sobre la misma. La animación sociocultural es relevante en el desarrollo del niño, pues valorizando el juego, previene conflictos y favorece las relaciones sociales. En la escuela, esta interrelación con el juego hace que la acción de la Animación Sociocultural aplicada a la educación ayude a construir la personalidad del niño, instruyendo normas y reglas de socialización de manera lúdica. Así, el presente estudio intentó demostrar cuál es el valor que la Animación Sociocultural tiene en la integración y éxito escolares, en la percepción de los propios alumnos de la Enseñanza Básica. De esta forma, se implementó el Programa TEIP en la Agrupación de Escuelas Nunes Álvares en Castelo Branco, Portugal. Se pretendió verificar si los alumnos del 1º Ciclo consideran importante la relación entre la Animación Sociocultural y la enseñanza curricular con el objetivo de promover la integración y éxito escolares. Después de la participación de 439 alumnos, se verificó que la relación entre la animación y el educar es relevante y positiva, siendo vista como promotora y facilitadora del éxito e integración escolar.
- Novos paradigmas do envelhecimentoPublication . Pocinho, Ricardo; Margarido, Cristóvão; Duarte Santos, Rui; Marques, Liliana; Trindade, Bruno; Silva, Sílvia; Gordo, SaraEste livro que dedicamos aos mais velhos e a quem deles cuida, é uma coletânea de testemunhos, de partilh a de práticas e de manifestações de ciência. Objetiva a devolução ao idoso do direito à participação ativa e identifica formas de prestação de cuidados centrados na pessoa, garantido um envelhecimento ativo, feliz, digno e bem-sucedido. Obrigado a todos os autores, por “Não quererem apenas acrescentar anos à vida, mas sim acrescentarem, vida aos anos”.
- Teachers’ adaptation to technologies during the pandemic by COVID-19Publication . Afonso, Paulo; Trindade, Bruno; Santos, Domingos; Pocinho, Ricardo; Silveira, Paulo; Silva, PedroThis crisis that our society faced, due to the pandemic COVID-19, had implications not only in the social relationship of human beings, but also in terms of the School and families with school children and young people. From the outset, the School had to quickly devise an intervention plan that would prove effective with regard to the learning of its students. On the other hand, families also had to replan their lives so that, at home, they could collaborate with the School in supporting children and young people in dealing with everything that was asked for them exclusively through Technology. Teachers with less training in the field of Educational Technology, had to, in record time, modify their entire methodological intervention plan with their students, using a wide range of technological instruments, always aiming at learning of these, using technologies, and the use of digital platforms appears more quickly and instantly in a more consistent and permanent way, with a view to responding to the consequences that this pandemic has placed on the school community.The questionnaire was distributed using the Google Forms platform between 14 and 31 May 2020. The representative sample of the study subjects is composed of 536 questionnaires answered and validated, which taking into account the universe of teachers in Portugal, represents an actual assumed error of 4.23%.
- The use of Digital Educational Resources in the Process of Teaching and Learning in Pandemic by COVID-19Publication . Pocinho, Ricardo; Carrana, Pedro; Margarido, Cristóvão; Duarte Santos, Rui; Milhano, Sandrina; Trindade, Bruno; Santos, GiselaThe Coronavirus advance is forcing schools and universities to revise their teaching methodologies. With the closure of the institutions, thousands of teachers and millions of students will have to find new ways of teaching and learning overnight, which will be a huge challenge. We cannot expect everyone to suddenly adapt to these new times. We are aware of the numerous Internet connection problems, but it is a great time to reinvent ourselves and build the courage to test the use of technological tools already available to structure alternatives in the distance education format. Thinking outside the box can help mitigate the momentary problem, as well as collaborate to strengthen digital culture and move towards a new education.The good news is that many teachers have been putting aside prejudices and are being resilient, seeking to understand the potential of available resources, not shying away from seeking and implementing technological solutions that before the virus were seen as secondary and have now become standard tools to teach synchronous and asynchronous classes, share content, correct assignments, answer questions and exchange knowledge. In the beginning, many activities that were previously carried out exclusively in person took a longer time when they started to be performed online. But as the virtual became the new real, students became more engaged and plunged headlong into relevant online learning experiences. Through applications and software, classes continued according to the school calendar.This study aimed to understand how teachers adapted to digital resources to face the limitations caused by the pandemic. It also intends to understand the impact of digital resources on the quality of teaching, as well as on motivation and academic success.