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ESECS - Artigos em revistas internacionais

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Percorrer ESECS - Artigos em revistas internacionais por Objetivos de Desenvolvimento Sustentável (ODS) "04:Educação de Qualidade"

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  • A síntese como género escolar transdisciplinar
    Publication . Jorge, Noémia de Oliveira
    A 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.
    2019-12-31Artigo científico Acesso aberto Ver mais
  • Aprendizagem ativa no ensino superior: estratégias pedagógicas para um trabalho colaborativo
    Publication . Mangas, Catarina
    Introdução: 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.
    2020-04-30Artigo científico Acesso aberto Ver mais
  • Artificial Intelligence in Teacher Education: Exploring Pre-Service Teachers’ Perspectives Through Creative Music Projects for Professional Learning
    Publication . Milhano, Sandrina
    This 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.
    2025Artigo de investigação Acesso aberto Ver mais
  • Authentic leadership promoting employees' psychological capital and creativity
    Publication . Rego, Arménio; Sousa, Filipa; Marques, Carla; Pina e Cunha, Miguel
    Two hundred and one employees report their psychological capital, as well as their supervisors' authentic leadership. Supervisors describe the employees' creativity. The main findings show that authentic leadership predicts employees' creativity, both directly and through the mediating role of employees' psychological capital. The study empirically validates theoretical arguments that suggest integrating authentic leadership and psychological capital in research, and indicates that both may foster employees' creativity, a crucial resource for helping organizations to face competitive challenges, take advantage of business opportunities, and improve organizational effectiveness.
    2012-03Artigo científico Acesso restrito Ver mais
  • Body Image Satisfaction, Overweight Dissatisfaction, and Exercise Persistence: A Self-Determination Theory Approach
    Publication . Salvador, Rogério; Naranjo, Lucio; Castuera, Ruth-Jiménez; Rebelo-Gonçalves, Ricardo; Monteiro, Diogo
    Grounded in Self-Determination Theory (SDT), this study tested the hypothesis that body image perception delineates distinct motivational pathways, linking the perceived interpersonal style of exercise professionals to basic psychological needs, motivation quality, and long-term exercise persistence intentions. A sample of 821 regular exercisers was divided into two groups based on body image: “Satisfied” (n = 276) and “Dissatisfied due to Overweight” (n = 545). Participants completed validated measures of perceived interpersonal behaviors (supportive/thwarting), basic psychological need satisfaction/frustration, motivational regulation, and exercise persistence intention. A clear divergent pattern emerged, strongly supporting the main hypothesis. The “Satisfied” group reported a positive pathway: perceiving more need-supportive behaviors from instructors was associated with greater satisfaction of autonomy, competence, and relatedness, which in turn correlated with more self-determined motivation and stronger persistence intentions. Conversely, the “Dissatisfied” group reported a negative pathway: perceiving more need-thwarting behaviors was associated with greater need frustration, which correlated with more non-self-determined motivation and weaker persistence intentions. Measurement invariance confirmed these pathways are comparable across groups. The findings highlight that body image perception is a key correlate of distinct motivational experiences in exercise settings. Crucially, they underscore the significant association between the professional’s perceived interpersonal style and these pathways. Fostering need-supportive environments that enhance autonomy, competence, and relatedness is associated with more adaptive motivation and adherence, offering a valuable framework for practitioners aiming to support clients, particularly those with body image concerns.
    2026-01-31Artigo de investigação Acesso aberto Ver mais
  • Characterization of speed fluctuation and drag force in young swimmers: A gender comparison
    Publication . Barbosa, Tiago M.; Costa, Mário J.; Morais, Jorge E.; Morouço, Pedro; Moreira, Marc; Garrido, Nuno D.; Marinho, Daniel A.; Silva, António J.
    The aim of this study was to compare the speed fluctuation and the drag force in young swimmers between genders. Twenty-three young pubertal swimmers (12 boys and 11 girls) volunteered as subjects. Speed fluctuation was measured using a kinematical mechanical method (i.e., speedo-meter) during a maximal 25-m front crawl bout. Active drag, active drag coefficient and power needed to overcome drag were measured with the velocity perturbation method for another two maximal 25 m front crawl bouts with and without the perturbation device. Passive drag and the passive drag coefficient were estimated using the gliding decay velocity method after a maximal push-off from the wall while being fully immersed. The technique drag index was also assessed as a ratio between active and passive drag. Boys presented meaningfully higher speed fluctuation, active drag, power needed to overcome drag and technique drag index than the girls. There were no significant gender differences for active drag coefficient, passive drag and passive drag oefficient. There were positive and moderate-strong associations between active drag and speed fluctuation when controlling the effects of swim velocity. So, increasing speed fluctuation leads to higher drag force values and those are even higher for boys than for girls.
    2013-12Artigo científico Acesso restrito Ver mais
  • Da leitura à reescrita: propostas e percursos da pedagogia baseada em gêneros
    Publication . Barbeiro, Luís Filipe
    O 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.
    2020Artigo científico Acesso aberto Ver mais
  • Educação e Cooperação: Desafios de uma agenda global
    Publication . Barreto, Antónia; Carvalho, Clara; Santos, Filipe
    Este 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.
    2020-07-01Artigo científico Acesso aberto Ver mais
  • The effect of practicing sports on the body composition and physical fitness of people with intellectual and developmental disabilities
    Publication . Oliveira Diz, Susana Cristina; Susano Jacinto, Miguel Ângelo; Costa, Aldo Filipe Matos Moreira Carvalho; Matos, Rui; Monteiro, Diogo; Teixeira, José E.; Antunes, Raul
    Introduction: 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.
    2025-11-26Artigo de investigação Acesso aberto Ver mais
  • The Effectiveness of Post-exercise Stretching in Short-Term and Delayed Recovery of Strength, Range of Motion and Delayed Onset Muscle Soreness: A Systematic Review and Meta-Analysis of Randomized Controlled Trials
    Publication . Afonso, José; Clemente, Filipe Manuel; Nakamura, Fábio Yuzo; Morouço, Pedro; Sarmento, Hugo; Inman, Richard A.; Ramirez-Campillo, Rodrigo
    Background: Post-exercise (i.e., cool-down) stretching is commonly prescribed for improving recovery of strength and range of motion (ROM) and diminishing delayed onset muscular soreness (DOMS) after physical exertion. However, the question remains if post-exercise stretching is better for recovery than other post-exercise modalities. Objective: To provide a systematic review and meta-analysis of supervised randomized-controlled trials (RCTs) on the effects of post-exercise stretching on short-term (≤1 h after exercise) and delayed (e.g., ≥24 h) recovery makers (i.e., DOMS, strength, ROM) in comparison with passive recovery or alternative recovery methods (e.g., low-intensity cycling). Methods: This systematic review followed PRISMA guidelines (PROSPERO CRD42020222091). RCTs published in any language or date were eligible, according to P.I.C.O.S. criteria. Searches were performed in eight databases. Risk of bias was assessed using Cochrane RoB 2. Meta-analyses used the inverse variance random-effects model. GRADE was used to assess the methodological quality of the studies. Results: From 17,050 records retrieved, 11 RCTs were included for qualitative analyses and 10 for meta-analysis (n = 229 participants; 17–38 years, mostly males). The exercise protocols varied between studies (e.g., cycling, strength training). Post-exercise stretching included static stretching, passive stretching, and proprioceptive neuromuscular facilitation. Passive recovery (i.e., rest) was used as comparator in eight studies, with additional recovery protocols including low intensity cycling or running, massage, and cold-water immersion. Risk of bias was high in ~70% of the studies. Between-group comparisons showed no effect of post-exercise stretching on strength recovery (ES = −0.08; 95% CI = −0.54–0.39; p = 0.750; I2 = 0.0%; Egger's test p = 0.531) when compared to passive recovery. In addition, no effect of post-exercise stretching on 24, 48, or 72-h post-exercise DOMS was noted when compared to passive recovery (ES = −0.09 to −0.24; 95% CI = −0.70–0.28; p = 0.187–629; I2 = 0.0%; Egger's test p = 0.165–0.880). Conclusion: There wasn't sufficient statistical evidence to reject the null hypothesis that stretching and passive recovery have equivalent influence on recovery. Data is scarce, heterogeneous, and confidence in cumulative evidence is very low. Future research should address the limitations highlighted in our review, to allow for more informed recommendations. For now, evidence-based recommendations on whether post-exercise stretching should be applied for the purposes of recovery should be avoided, as the (insufficient) data that is available does not support related claims. Systematic Review Registration: PROSPERO, identifier: CRD42020222091.
    2021-05-05Artigo científico Acesso aberto Ver mais