ESECS - Comunicações em conferências e congressos internacionais
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- Postural Education: Correlation Between Postural Habits and Musculoskeletal Pain in School Age ChildrenPublication . Desouzart, Gustavo; Filgueiras, Ernesto; Matos, Rui; Dagge, RicardoThe best way to avoid poor postural habits, is to teach children good postural behaviors for performing their everyday life activities (Verderi in Programa de educação postural, 2011 [1]). Despite the existence of specific programs, intended for children’s self-body consciousness improvement, Physical Education curricula lack this type of exercises (Braccialli and Vilarta in Revista paulista de Educação Física 14: 159–171, 2000 [2]; Costa and Freire in Estudo dos exercícios físicos voltados para correções das alterações posturais, 2004 [3]; Ramos and Rodrigues in EFDeportes.com, 2013 [4]). Attended by 220 students, with ages between 10 and 15 years old, this study applied a technique (Corlett and Bishop in Ergonomics 19:175–182, 1976 [5]) for assessing postural discomfort, and an informal questionnaire (Carmo et al. in Metodologia da Investigação – Guia da Auto-aprendizagem, 1998 [6]; Rebolho in da educação postural nas mudanças de hábitos em escolares da 1ª a 4ª séries do ensino fundamental, 2005 [7]), to fully understand pain and postural discomfort felt by Portuguese school age children. Results showed: a significant direct correlation between the time, and the perceived intensity of pain felt, for chronicle and acute pain; regarding postural habits, 88.5 % of subjects presented some kind of inadequate postures, perceiving significantly higher pain. Major findings, allow us to raise the awareness for postural education programs introduction in Physical Education curricula, since they could influence children’s physical health.
- Cubetto for preschoolers: Computer programming code to codePublication . Anzoategui, Lucia Gabriela Caguana; Pereira, Isabel; Jarrin, Monica del Carmen SolisThis article is derived from a study on the creation of strategies within children's computer programming An analysis of time used by children for the creation and execution of strategies was performed. Another analysis about the children´s errors made during the process was also achieved. Taking as a starting point the fact that computer programming is translated as a set of codes to work out a problem; it is necessary to mention that such codes are created under a specific programming language, which will perform a particular function on the computer. In this case, the codes execute a series of movements that will al-low infants to solve a problem, which has been stated through a child’s story with the purpose that children aged 4 to 5 years old can create playful strategies for the fulfillment of objectives previously set. Through a descriptive and exploratory research, some bibliographic data were collected and a population group of second-level initial education students was directly ob-served. Such children learned to use the Cubetto robot to learn to codify their ideas by giving solution to a problem. It is concluded that the development of the systemic thinking at this level is of great importance since it facilitates the acquisition of new mental processes; in this case, the code-to-code programming strengthens the student's systemic process.
- The Offer of Tourist Routes to Increase Tourist Stay in HotelsPublication . Rodrigues, Susana; Santos, Eulália Maria Mota; Oliveira, MargaridaTourism has an important economic, social and cultural impact. There has been an increasing number of tourists and offer of touristic places and accommodation. According to the World Tourism Organization there were 1235.2 million of international tourists’ arrivals around the world in 2016, representing an increase of 3.9%. In Portugal in particular, where this study took place, the number of guests have increased 9.8% from 2015 to 2016. Within the tourism sector, hotels need to innovate their product/services offer, to remain competitive. This is particularly important in the context of a highly seasonal tourism, like the religious tourism in Fátima, Portugal. Driven by faith, tourists visit Fátima, mainly on the festivity days. Though, the rest of the year, there are few tourists. In order to respond to the religious tourism seasonality, hotels in Fátima, in an effort to enrich tourists’ experience and knowledge about the region and to lengthen tourists’ stay, might offer, as a complement to their core product-service, tourist routes, e.g. heritage, nature, living culture, and gastronomic experiences. The aim of the current research is to understand whether the offer of hotels’ tourist routes, as a complement to their main product-service, would lead to increase the stay of tourists at the hotel and therefore, the hotel turnover. Quantitative data were collected. A survey instrument was applied in 2016 to tourists accommodated at four and three star hotels, in Fátima, Portugal. Thirty valid questionnaires were collected (77% from foreign tourists and 23% from Portuguese tourists) and analysed through descriptive and inference statistics. The results showed that: a) hotels should offer tourist routes as a complement to their core product-service, mainly those of churches/sanctuaries, museums, monasteries and castles, nature, culture, heritage and gastronomy; b) there is a positive and statistically significant relationship between the hotels’ tourist routes offer and the increase length of tourists stay. The results contribute to the knowledge as well as provide important insights for hotel managers in seasonal religious accommodation, suggesting that the offer of tourist routes can increase hotels’ turnover.
- Livro adaptado com recurso à Tecnologia Digital: Uma aplicação com crianças com NEEPublication . Calvário, Juliana; Gil, Henrique; Sousa, Célia MariaComunicar é uma capacidade inata que qualquer indivíduo apresenta como forma de se inserir na sociedade e no mundo que o rodeia, sendo que as crianças aprendem a comunicar por meio das interações que estabelecem com os outros. Numa criança com graves problemas de comunicação, como é o caso de crianças com Perturbações do Espetro do Autismo (PEA), as interações com os familiares e colegas ficam restritas e condicionadas, influenciando negativamente todo o seu desenvolvimento. Deste modo, é fundamental proporcionar a estas crianças meios para se expressarem e compreenderem os indivíduos que as rodeiam. Na sociedade, existem escassos materiais adaptados para crianças com perturbação na comunicação, nomeadamente de livros adaptados em Símbolos Pictográficos de Comunicação (SPC), podendo estes ser materiais que facilitam o acesso à informação, por parte destas crianças. A investigação desenvolvida centrou-se na construção de recursos pedagógicos, livros adaptados com símbolos SPC e a sua aplicação junto de duas crianças com PEA. Teve como principal objetivo o de averiguar se estes recursos facilitam a inclusão destas crianças em atividades de leitura, bem como se promovem um maior desenvolvimento de competências comunicativas entre estas crianças e os seus pares, em comparação com o mesmo livro na sua versão original. A metodologia adotada consistiu numa investigação de caráter qualitativo, numa abordagem que privilegiou o estudo de caso e a investigação-ação, de caráter exploratório e descritivo. A investigação foi baseada no trabalho de campo, que envolveu duas crianças e os livros adaptados, construídos no âmbito da investigação. Durante o processo investigativo foram realizadas sessões práticas junto das crianças participantes, onde se recolheram as respetivas notas de campo. Posteriormente, entrevistaram-se os docentes de educação especial e titulares de turma, das respetivas crianças. Após a recolha, tratamento e análise dos dados aferiu-se que os livros adaptados foram estruturadores e facilitadores da comunicação, face ao livro na sua versão original. A reação comportamental e comunicativa das crianças face ao livro adaptado foi de maior participação e dinâmica se comparada com as reações face ao livro no formato original, promovendo igualmente a inclusão de crianças com PEA nas atividades de leitura.
- Evaluation of an educational project for the development of the autonomy of life in young people leaving residential carePublication . Santos, Rui; Margarido, Cristóvão; Pocinho, Ricardo; Silva, Tânia; Póvoa, VanessaOne of the protection measures provided to at-risk children and young people in Portugal is residential care. Residential care facilities foster children and young people from unstructured families, providing them with conditions that may allow to enhance their full development, including their education, well-being and preparation for life autonomy. Projet' Ar-te is an intervention project developed at Casa do Canto, under the direction of the Portuguese Association for the Rights of Minors and the Family - CrescerSer, financed from 2012 to 2015 through the "Children and Youth at Risk"Program of Fundação Calouste Gulbenkian. The main objectives of this project were the creation of the Life Skills Development Program (PDCV) and the Support and Monitoring Structure (ESAAC) for the young people leaving residential care, in order to provide them with a close affective rear, helping to face the challenges and difficulties they encounter successively outside the residential care facility. Through ethnobiographic interviews with two young women experiencing the project for one year, the aim was to understand their perceptions regarding two moments: the residential care period and the experiences after leaving Casa do Canto through the support provided by the ESAAC Structure. The results showed that participation in the project activities provided significant moments during residential care, which seem to have an important impact on the autonomy strategies adopted by young women after leaving the facility.
- The evolution of foreign language learning in higher education: a risky approachPublication . Delplancq, Véronique; Lopes, Ana Maria Costa; Pereira, José Manuel de Almeida; Martin, Justine Anne Sophie Celine; Casañ-Pitarch, Ricardo; Gillain, Romain; Fidalgo, SusanaThe introduction of active pedagogies into teaching practices is creating renewed motivation and energy for teachers and students alike. These varied pedagogies, marked by a few trends, represent, particularly in higher education (HE), a tremendous opportunity to modernise content and make the learning environment livelier and more open. However, it should be acknowledged that many difficulties have arisen, and many challenges need to be overcome. It is not only a question of selecting suitable active teaching methods, but it is also vital to define strategies that are appropriate to the target audience, the time available, and the skills being pursued to be flexible and responsive enough to reorient learners very quickly, even during class time, and to create activities that are motivating and effective in terms of learning. The impact on assessment is evident. Digital tools play a major role in this new paradigm, but they can also lead to problems in the students' work if they do not identify with the target digital tools. Learning foreign languages (FL) is becoming more communicative and interactive. In this sense, online platforms, mobile applications, and multimedia resources offer tremendous opportunities to develop multiple skills and diversify knowledge influenced by social and professional demands. This research shows the results of studies carried out in recent years with students of the Media Studies degree at the Higher School of Education of the Polytechnic Institute of Viseu (Portugal) in FL courses. We will introduce the active teaching methods used, discuss the pedagogical devices, lesson plans and choices made regarding the digital tools used, and list the difficulties encountered by the teachers and the major challenges they had to tackle in order to guarantee and maintain the students’ motivation and commitment throughout the course. Keeping these ideas in mind, the assessment of skills and knowledge also needs to evolve to better guarantee the fulfilment of the learning objectives. In conclusion, the risks created by this deep and extremely rapid evolution are inherent to the extraordinary opportunities to rethink FL learning and test new activities characterised by promoting creativity at the HE level. The key factor lies in the adaptability of all the participants involved in the process, the willingness to move ahead, away from the comfort zone of traditional approaches and to innovate in a reasonable and effective way.
- CFD analysis of head and helmet aerodynamic drag to wheelchair racingPublication . Forte, Pedro; Marinho, Daniel A.; Morouço, Pedro; Barbosa, TiagoWheelchair racing, an important event in Paralympics, it requires huge effort from its athletes to overcome the resistive forces. The resistive forces in wheelchair racing are aerodynamic drag and rolling friction. CFD methodology can play a determinant role in aerodynamic analysis. The aim of this study was to analyses the aerodynamic drag at different speeds and attack angles of a human head with a helmet, whilst extrapolating results to better suit the needs of wheelchair racing athletes. Computer Fluid Dynamics methodology was used in this study. A 3D head and helmet scan was obtained from a Paralympics athlete. The 3D model was exported to fluent software generating the aerodynamic drag after numerical simulation. Regardless the velocity, 90° attack angle (subject looking down) presented higher aerodynamic drag (0.732 N) Wheelchair racing athletes should maintain a 0° attack angle (looking forward) mainly at speeds greater than 3.5 m/s.
- Aprendizaje de lenguas extranjeras en la enseñanza superior: pedagogías activas y excelencia para la sociedad y el mercado laboralPublication . Costa, Ana Maria; Delplancq, Véronique; Fidalgo, Susana; Gillain, Romain; Martin, Justine Anne Sophie Celine; Pereira, JoséLas pedagogías activas en la Educación Superior (ES), cuando se aplican adecuadamente, contribuyen al éxito del aprendizaje a diferentes niveles (Delplancq et al., 2023). En el contexto de la enseñanza de lenguas extranjeras (FL), permiten el desarrollo de múltiples competencias (CEDEFOP, 2023) en un entorno favorable al aprendizaje. En la realidad global de la revolución digital, las herramientas digitales tienen un papel fundamental en la renovación de las prácticas, con vistas a trabajar con contenidos más actualizados, abiertos al mundo, sostenibles, en un formato dinámico (Cowling, et al., 2022). En un contexto global cada vez más complejo, el aprendizaje se caracteriza evidentemente por la multimodalidad; hace tiempo que dejó de ser una actividad cognitiva esencialmente visual para movilizar otras representaciones sensoriales (Gilakjani, Ismail & Ahmadi, 2011). Esta ponencia presentará brevemente la trayectoria experimental seguida a lo largo de varios proyectos de aprendizaje de ESL en cursos de formación profesional en la Escuela de Educación del Instituto Politécnico de Viseu (Portugal), que ha permitido recoger observaciones y conclusiones sólidas, una mejora gradual de las prácticas y nuevas perspectivas de investigación a la luz de los resultados de trabajos internacionales, con la aparición de nuevos conceptos y paradigmas. Además, se hablará sobre los desafíos a los que estudiantes y profesores han tenido que enfrentarse en las diversas etapas de implementación de las pedagogías activas (gamificación, pedagogía basada en proyectos, flipped classroom, trabajo colaborativo, M-learning) utilizando herramientas digitales. También se muestra las consecuencias de la evolución de la comunicación sobre el entorno de aprendizaje y las relaciones entre alumnos y profesores, especialmente en términos de compromiso cognitivo, desarrollo de nuevas competencias y mejora o fortalecimiento de las relaciones sociales. Por último, se pretende contribuir a sistematizar las ventajas, desventajas, dificultades y amenazas de las estrategias de pedagogía activa, como la gamificación, en el aprendizaje de inglés como lengua extranjera utilizando herramientas digitales con IA. En conclusión, el simple uso de herramientas digitales durante el aprendizaje asistido por ordenador (AC) o el aprendizaje móvil (M-learning) no garantiza el éxito del aprendizaje, ni en términos de competencias y conocimientos adquiridos por el alumnado ni en términos de creación de un entorno de aprendizaje favorable para el bienestar de los implicados. La fase de elección pertinente en las herramientas digitales disponibles es primordial, en los contenidos impartidos en función de las características de los destinatarios para producir mejor sus propios contenidos en soportes originales y personalizados, en los enfoques que favorecerán el desarrollo de las competencias lingüísticas, interculturales, sociales, etc. La oportunidad creada para ofrecer actividades más diversificadas y motivadoras a los estudiantes no puede ocultar el propósito del aprendizaje actual: formar profesionales excelentes y competitivos para un mercado laboral en rápida evolución y ciudadanos responsables en un entorno global inestable. En este contexto, la LE desempeña un papel crucial.
- Digital media as a driver of a more inclusive higher educationPublication . Almeida, Ana Margarida; Santos, Rita; Batista, João; Pereira, Dora; Sousa, Célia MariaDigital media may have a fundamental role in promoting more inclusive social and learning experiences, particularly when considering the challenge of widening participation that Higher Education Institutions (HEI) are currently facing. This article briefly overviews recent policies, initiatives and recommendations that address the use of digital media in promoting a more inclusive higher education (HE) system; the review focuses especially on actions involving HE students and that promote innovative uses of digital media solutions that provide flexible delivery models and alternative ways of communicating, helping students from a variety of non-traditional backgrounds and contexts to actively participate and engage with HE in a more open and inclusive approach. The article also presents preliminary results of an exploratory survey on how Portuguese public HEI websites present the challenge of inclusion, namely through digital media. The results of the review show the increasing importance for HE of ensuring open and inclusive student experiences through the use of digital media, although it seems that there is a lack of policies and information widely available about how this can be achieved, especially for publics other than the learners with disabilities or special education needs. Also, the analysis of the HEI websites does not seem to reveal a great concern in presenting HEI as open, flexible and inclusive for all learners, particularly using digital media. Drawing on the revision undertaken and on the collected data, the authors make recommendations for future research and propose an action plan towards the development of a future research project.
- Pictogramas na literatura inclusivaPublication . Vicente, Luís; Heidrich, Regina; Kellermann, Cláudia; Sousa, CéliaO estudo dos formatos aplicados de pictogramas para literatura infantil tem por objetivo identificar facilitadores da leitura para crianças com défice intelectual e baixa visão. A produção literária em múltiplos formatos para promover a inclusão de crianças com NEE (necessidades educativas especiais) nos leva a investigar os caminhos e resultados do que está sendo feito. Os livros infantis com pictogramas ainda são poucos e com formatos e tamanhos diversificados. Um levantamento da biblioteca infantil inclusiva, disponível no CRID (Centro de Recursos para Inclusão Digital) da Escola Superior de Educação e Ciências Sociais do Instituto Politécnico de Leiria, Portugal, nos permitiu conhecer os dados das medidas de ilustrações dos pictogramas nas obras já produzidas. A partir dos resultados, experimentamos as medidas de estudos com um grupo de crianças atendidas no CRID para perceber a percetividade dos textos com pictogramas e qual o formato, medidas e espaçamento que os torna de mais fácil a compreensão na leitura. Este formato de literatura conhecido como “multiformato”, ou múltiplo formato precisa ser mais explorada por uma forma importante de desenho inclusivo ou universal na literatura infantil.