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Browsing ESECS - Artigos em revistas internacionais by Sustainable Development Goals (SDG) "04:Educação de Qualidade"
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- A síntese como género escolar transdisciplinarPublication . Jorge, Noémia de OliveiraA síntese é um género textual cujo domínio se revela fundamental para o desempenho de tarefas socioprofissionais e académicas. A sua apropriação não é feita de forma espontânea, mas decorre essencialmente da aprendizagem formal, em contexto escolar, sobretudo no ensino secundário, nomeadamente na disciplina de Português. Neste artigo apresenta-se uma reflexão sobre a didatização do género textual síntese, focando-se o funcionamento social do género e a sua transposição didática nos programas curriculares do ensino secundário e em manuais escolares de Português. Por fim, apresentar-se-ão algumas propostas de didatização do género, assentes em três pilares: observação/análise de textos autênticos; produção textual regulada pelas características do género; reflexão metalinguística.
- Aprendizagem ativa no ensino superior: estratégias pedagógicas para um trabalho colaborativoPublication . Mangas, CatarinaIntrodução: O ensino superior está normalmente associado a uma formação mais tradicional/expositiva que não se enquadra com o atual processo de Bolonha, as características dos jovens estudantes ou as exigências que advêm das constantes transformações da sociedade. Hoje em dia, os estudantes devem estar preparados com um elevado nível de competências sociais e conhecimentos que são necessários num mercado de trabalho que se altera permanentemente. Objetivos: Descrever estratégias de aprendizagem cooperativas, desenvolvidas em grupos, aplicadas em cursos superiores nas áreas das ciências sociais e das ciências da educação. Métodos: A investigação desenvolvida é caracterizada como sendo qualitativa, sendo um estudo essencialmente descritivo, já que apresenta, de forma holística, estratégias específicas aplicadas junto de duas turmas de estudantes do ensino superior. Resultados: A investigação sugere que os estudantes aprendem melhor quando estão ativamente envolvidos em atividades onde o pensamento crítico e criativo é cultivado, resultando em melhores classificações, numa maior satisfação com o seu percurso académico e numa menor probabilidade de abandono. Conclusões: É essencial refletir sobre as práticas pedagógicas e, consequentemente, adotar novas estratégias desenvolvidas em ambientes de aprendizagem centrados nos estudantes, que aumentem a qualidade do ensino superior, tornando-o mais adequado à realidade laboral atual.
- Artificial Intelligence in Teacher Education: Exploring Pre-Service Teachers’ Perspectives Through Creative Music Projects for Professional LearningPublication . Milhano, SandrinaThis study explores the integration of generative artificial intelligence (AI) into the initial training of pre-service teachers through creative music projects. As AI becomes increasingly embedded in educational practice, teacher education must address its pedagogical potential and limitations. Grounded in qualitative, interpretive, and exploratory methods, the research examines how pre-service teachers engage with AI-supported music creation by comparing experiences with and without the use of generative AI tools, using individual reflections and group e-portfolios for triangulation. Thematic analysis of individual reflections and group e-portfolios identified key opportunities and challenges associated with AI integration. Findings suggest that generative AI can broaden access to creative engagement by enhancing inclusivity, encouraging experimentation, and expanding musical expression. However, tensions also emerged concerning authorship, learner autonomy, and dependence on algorithmic output. The comparative structure of the learning experience enabled participants to reflect critically on the pedagogical implications of AI use. While non-AI processes demanded greater technical skill, they were associated with deeper collaboration, creative decision-making, and artistic ownership. This study contributes to current discussions on digital pedagogy and teacher education by highlighting the need for ethically informed, critically guided AI practice in creative disciplines. It emphasizes the importance of interdisciplinary, reflective practice in developing teacher agency, digital competence, and inclusive pedagogical approaches within higher education.
- Da leitura à reescrita: propostas e percursos da pedagogia baseada em gênerosPublication . Barbeiro, Luís FilipeO presente estudo incide sobre a estratégia de reescrita de outro texto, enquanto instrumento promotor da aprendizagem da própria escrita. Tem como objetivo contribuir para o conhecimento das potencialidades e limitações de diferentes estratégias para estabelecer a relação entre a leitura e a escrita, por meio da reescrita. O estudo coloca em foco uma estratégia específica, integrada na pedagogia baseada em gêneros ou pedagogia de base genológica. Esta perspectiva atribui à leitura e à reescrita a partir de outros textos um papel fundamental para a aprendizagem da escrita. O presente estudo analisa a reescrita de textos narrativos por alunos do 5º e 6º anos de escolaridade, realizada no âmbito do programa de base genológica Reading to Learn (Ler para Aprender), em comparação com a reescrita dos mesmos textos por alunos que não participaram no programa. Os resultados mostram um contraste significativo entre os dois grupos. Este manifesta-se por um maior nível de especificidade nos textos reescritos pelos alunos participantes no programa. No caso dos restantes alunos, as reescritas adotam uma maior generalização, pautada pela sucessão dos eventos mais marcantes do fio narrativo. A conclusão e implicações apontam para a necessidade de não limitar a reescrita a esse fluxo narrativo, mas de instruir os alunos para possibilidades que promovam a apropriação dos recursos léxico-gramaticais.
- Educação e Cooperação: Desafios de uma agenda globalPublication . Barreto, Antónia; Carvalho, Clara; Santos, FilipeEste número temático da revista Cadernos de Estudos Africanos incide sobre Educação e Cooperação e pretende dar continuidade aos Congressos Cooperação e Educação que, de forma regular, desde 2010 têm sido organizados pelo Centro de Estudos Internacionais do ISCTE-IUL e o Instituto Politécnico de Leiria. O quarto congresso, que decorreu no ISCTE-IUL entre dias 8 e 9 de novembro de 2018, teve o apoio do Camões I.P., tal como acontece com a corrente publicação, pelo que os organizadores exprimem o seu reconhecimento a essa instituição. Subordinado à temática Cooperação e Educação de Qualidade, o congresso reuniu um conjunto notável de especialistas nesta área, entre os quais a maioria dos colaboradores desta publicação (Barreto, Carvalho & Santos, 2019). A presente edição visa aprofundar e desenvolver algumas das problemáticas abordadas anteriormente nesse fórum através de estudos de caso ou reflexões originais sobre as questões da cooperação em educação, das implicações das políticas de língua, ou ainda sobre a perceção do valor social dos diferentes níveis educativos. São aqui discutidas as implicações das agendas globais no domínio da educação para os países africanos e para Timor-Leste, recetores privilegiados das ações da cooperação portuguesa na área da educação.
- The effect of practicing sports on the body composition and physical fitness of people with intellectual and developmental disabilitiesPublication . Oliveira Diz, Susana Cristina; Susano Jacinto, Miguel Ângelo; Costa, Aldo Filipe Matos Moreira Carvalho; Matos, Rui; Monteiro, Diogo; Teixeira, José E.; Antunes, RaulIntroduction: People with IDD tend to have a sedentary lifestyle, which affects their health and physical fitness. Methods: The aim of this study was to analyses the effect of a sport-based intervention, with weekly 60-min sessions over 36 weeks, on the body composition and functional physical fitness of people with Intellectual and Developmental Disabilities (IDD). The sample consisted of 36 institutionalized participants with IDD, divided into two groups: experimental group with 23 participants (M = 37.26; SD = 13.84) and control group with 13 individuals (M = 38.31; SD = 14.22). A stadiometer, bioimpedance equipment and the Hand Grip, Sit and Stand, Timed Up and Go and 6 Min Walk tests were used to assess the variables of interest. Results: The experimental group showed statistically significant values in body mass index (p = 0.01; r = 0.301), muscle mass (p < 0.01; r = 0.431), Sit and Stand Test (p = 0.01; r = 0.324) and 6 Min Walk Test (p < 0.01; r = 0.399). Discussion: The results suggest that long-term programs based on the practice of sports can bring benefits to the body composition and functional physical fitness of adults with IDD.
- Exploring how exercise frequency impacts muscle strength and balance in institutionalized older adults: Protocol for a randomized controlled trialPublication . Rodrigues, Filipe; Pereira, Bernardo; Silva, Elisabete; Monteiro, Diogo; Antunes, RaulThis protocol for a randomized controlled trial aims to evaluate the impact of exercise frequency on muscle strength, balance, and fall risk among institutionalized older adults. Recognizing the unique physical and functional limitations of this population, the study will test whether two or three weekly sessions of multicomponent exercise yield differential outcomes. Sixty participants residing in nursing homes will be randomly assigned to one of two groups: a control group performing exercise twice weekly and an experimental group training three times weekly, over a 12-week intervention period. All sessions will follow international guidelines for older adults, incorporating aerobic, strength, balance, and flexibility training at light-to-moderate intensity. Primary outcomes include lower- and upper-body strength and dynamic balance; secondary outcomes comprise waist circumference, body mass index, and fall incidence. The program is designed with progressive adaptation and safety in mind, employing the Talk Test to regulate intensity and standardized measures to monitor physiological responses. The rationale stems from the gap in existing literature regarding optimal exercise frequency for institutionalized populations. While two sessions per week have been associated with functional improvements, it remains unclear whether an additional weekly session provides significant incremental benefits. By isolating frequency as the primary variable, the trial addresses the need to define the minimum effective dose of structured exercise for enhancing physical activity, functional capacity, and reducing fall risk. Results are expected to inform tailored physical activity guidelines and implementation strategies in long-term care settings, balancing clinical efficacy with feasibility and safety constraints typical of institutional environments.
- Load and psychophysiological responses in high-intensity interval training with fixed and self-selected recoveryPublication . Sant’Ana, Leandro; Macedo Vianna, Jeferson; Rodrigues Scartoni, Fabiana; Tolomeu de Oliveira, Géssyca; Macedo Carvalho, Bruna; De Sena Altomar, Marconi; Teixeira, Diogo; Antunes, R.; Rodrigues, Filipe; Matos, Rui; Novaes, Jefferson da Silva; Machado, Sérgio; Monteiro, DiogoIntroduction and Objective. The study analyzed the training load in high-intensity interval training sessions with different conditions of recovery time between stimuli: fixed (1min.) and self-selected. Methods. Nineteen individuals participated in the study: 13 men and 6 women (19±1.0 years; 64.0±9.2 kg; 169±8.5 cm; 22.0±2 BMI). For the training load analysis, heart rate variability (LnRMSSD), perceived effort (PE), and mood scale BRUMS (MS) were used. LnRMSSD and MS were evaluated before and after the sessions. The PE was evaluated during each session immediately after each stimulus. The protocol was 10 x 30s (95% Vpeak) with active recovery (40% Vpeak) in fixed or self-selected time. ANOVA-RM (2 [interventions] x 2 [time points]) for LnRMSSD and MS and (2 [interventions] x 10 [time points]) for PE was used. Results. Between condition and time*condition, no differences were observed for LnRMSSD (p=.626; p=.879, respectively), PE (p=.191; p=.792, respectively), and MS (tension: p=.673; p=.463; depression: p=.867; p=.359; anger: p=.867; p=.359; vigor: p=.811; p=.778; fatigue: p=.144; p=.998; mental confusion: p=.828; p=.752, respectively). In terms of time, significant differences were observed in LnRMSSD (p<.001) and PE (1≠3-10; 2≠4-10; 3≠5-10; 4≠5-10; 5≠7-10; 6≠7-10; 7≠ 9,10; 8≠10, p<.001). In MS, there was a difference in domains of tension (p<.001), depression (p<.015), anger (p<.033), and mental confusion (p<.001). But not for vigor (p=.339) nor fatigue (p=.419), which are associated with the training load. Conclusions. However, both recovery conditions showed similar acute internal load responses. Additionally, it is suggested that recovery with self-selected time (46.70±1.6.58s) may be a recovery option in HIIT prescription.
- Multimodal creativity at the service of foreign language teaching in higher education in Portugal: the Jasm ProjectPublication . Delplancq, Véronique; Costa, Ana Maria; Costa, Cristina Amaro; Coutinho, Emília; Oliveira, Isabel; Pereira, José Manuel de Almeida; Delplancq, Véronique.; Gillain, Romain; Relvas, Susana; Fidalgo, Susana; Amante, SusanaThe JASM project used the Korsakow6 platform to produce Storytelling in foreign languages (FL), by students of the Media Studies degree course (Higher Education-HE) of the Escola Superior de Educação de Viseu (ESEV, Portugal). Objective: Look into the impact of non-linear digital narratives upon FL learning in HE, assessing the role of multimodal tools in fostering linguistic, cultural, and technological skills. Theoretical Framework: The study was grounded in active methodologies with a focus on integrating intercultural skills. Using new technologies is a catalyst for enhancing student motivation and autonomy. Method: The project, developed within the context of French and English, involved 25 voluntarily participating students attending the first year. Following language level tests, each group gathered information about the nationality and culture of migrants living in Viseu. Students conducted interviews and documented migrants’ life stories, traditions, using digital narratives. Final outputs included short films, social media posts, exhibitions, and an e-book. Results and Discussion: Students enhanced cognitive, emotional and aesthetic skills within collaborative environments, integrating experiences from multilingual and multicultural contexts with creative and multimodal abilities and increased autonomy and initiative. Challenges were identified, highlighting the need for ongoing teacher training. Research Implications: This project showed how digital and active pedagogies can foster the development of FL and intercultural competencies in HE students. Originality/Value: This study provides for an innovative approach relying on multimodal technologies for teaching FL in HE. The transformative potential of digital narratives as an impactful pedagogical tool is highlighted.
- One Sport or Many? Comparing the Effects of Athletics and Multiactivity Training on Motor Competence in 6–10-Year-Olds—A Case StudyPublication . Lopes, Nataniel; Susano Jacinto, Miguel Ângelo; Monteiro, Diogo; Matos, Rui; Ibáñez, Sérgio J.Background: Motor competence (MC) is defined as the ability to perform a wide range of motor skills with proficiency and control. The present quasi-experimental study design examines the impact of two structured intervention programs on MC in children who practiced athletics at the same club, aged 6 to 10 years, implemented over 12 weeks. Methods: The sample consisted of 64 children, assigned to two intervention groups: Intervention Group A (IG_A) composed of 15 male and 17 female children (9.57 ± 0.86 years) and Intervention Group B (IG_B), of 14 male and 18 female children (9.08 ± 1.33 years). IG_A received athletics-based training exclusively, three times per week, while IG_B undertook two weekly athletics sessions and one complementary activity session, such as handball, gymnastics, swimming, and motor games. MC was assessed using the modified Körperkoordinationstest für Kinder (KTK3+). The KTK3+ consists of three original KTK tasks, [Backward Balance (BB), Sideways Moving (MS), and Jumping Sideways (JS)] and an additional Eye–Hand Coordination (EHC) task. For statistical analysis, ANOVA repeated measures 2 × 2 was used. Results: In relation to JS, the performance on this test did not change with the intervention programs in either of the two groups. For BB and MS, both groups improved their performances in a similar way through the program implementation. Differently, for EHC, results showed that only IG_B improved its performance significantly (p < 0.001) with the program’s intervention, with a large Cohen’s d effect size (0.84). Finally, as a general analysis, the KTK3+ raw results (RS) and results translated to Global Motor Quotient (GQM), revealed significant differences between IG_A and IG_B post-intervention, with p < 0.001 for both variables’ comparison and with large Cohen’s d effect sizes for both (1.581 for RS and 1.595 for GQM), favoring IG_B. Conclusions: Both programs led to improvements in the various KTK3+ battery tasks. However, only the program that combined athletics training with multiactivity training led to significant improvements in the EHC test and in the overall KTK3+ results of the children involved.