U.Porto - Revistas Cientificas
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Desenho forense: a importância do registo gráfico no contexto da investigação criminal: MARINA GUEDES
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As competências digitais de professores de instituições de ensino superior em Cabo Verde: Adaptação de uma ferramenta de autorreflexão
Get PDFThe understanding that in this digital era, being a “Leader”/“Pioneer” in digital proficiency makes a difference in the professional performance of teachers, especially those who work in Higher Education Institutions, dictated the adaptation of the Check-In tool in Cape Verde. The main purpose of this study was to adapt the Check-In and analyse the digital proficiency of teachers, aiming to contribute to the optimisation of strengths and the reduction of weaknesses. The results confirm the internal consistency of the Check-In and show that the digital competence of most teachers oscillates between Newcomer and Expert, as well as ensure the absence of significant differences in digital proficiency concerning gender, age, type of contract, and years of service. The conclusions suggest the urgency of strengthening teachers’ digital skills and prioritising the use of digital technologies.O entendimento de que nesta era digital ser “Líder”/“Pioneiro” em matéria da proficiência digital marca diferença no desempenho profissional dos/as professores/as, especialmente dos/as que atuam nas instituições de ensino superior, ditou a adaptação da ferramenta Check-In em Cabo Verde. O grande propósito deste estudo foi adaptar a Check-In e analisar a proficiência digital dos/as professores/as, visando contribuir para a otimização dos pontos fortes e a redução das limitações. Os resultados confirmam a consistência interna do instrumento, conclui-se que a competência digital da maioria dos/as professores/as oscila entre os níveis de Recém-chegado/a e Especialista, e asseguram a ausência de diferenças significativas da proficiência digital relativamente ao sexo, idade, tipo de vínculo e anos de serviço. As conclusões sugerem a urgência do reforço das competências digitais dos/as professores/as em matéria da utilização de tecnologias digitais
Ensino Profissional: Heranças do passado, constrangimentos do presente, desafios para o futuro
Get PDFVocational Education, created in Portugal at the end of the 1980s, in the aftermath of the Revolution of the 25th of April 1974, still faces some constraints today, namely, the stigmatisation associated with unsuccessful school paths and the disadvantaged socioeconomic context of many students. However, the role of this education subsystem in the democratisation of access to Education and its contribution to social mobility, as well as to the construction of a fairer and more inclusive society in the light of Human Rights, stands out as envisioned by international guidelines and defended by the ideals of April. The article presents a narrative review of the literature, complemented by documentary analysis. It aims to contextualise Vocational Education in its historical, sociological and political-educational dimensions and critically reflect on issues related to its image and the processes of social exclusion and inclusion associated with it. Structured in past, present and future spaces, the text relates the received legacies to the faced constraints and the proposed challenges, considering that a historically and sociologically anchored approach leads to the problematisation of the associated phenomena. It is concluded that this is a complex and multidimensional field of analysis, requiring an inter and transdisciplinary discussion.O Ensino Profissional, criado, em Portugal, no final da década de 1980, no rescaldo do período após a Revolução do 25 de Abril de 1974, enfrenta, ainda hoje, alguns constrangimentos, nomeadamente, a estigmatização associada aos percursos de insucesso escolar e ao contexto socioeconómico desfavorecido de grande parte dos/as seus/suas estudantes. Contudo, destaca-se o papel deste subsistema de ensino na democratização do acesso à Educação e o seu contributo para a mobilidade social, bem como para a construção de uma sociedade mais justa e inclusiva, à luz dos Direitos Humanos, tal como perspetivado pelas diretrizes internacionais e defendido pelos ideais de Abril. O artigo apresenta uma revisão narrativa da literatura, complementada por análise documental, e pretende contextualizar o Ensino Profissional nas suas dimensões histórica, sociológica e político-educativa, bem como refletir criticamente sobre problemáticas relacionadas com a sua imagem e com os processos de exclusão e inclusão social associados ao mesmo. Estruturado nos espaços passado, presente e futuro, o texto relaciona as heranças recebidas com os constrangimentos enfrentados e os desafios que se propõem, considerando-se que uma abordagem ancorada histórica e sociologicamente conduz à problematização sobre os fenómenos associados. Conclui-se que este é um campo de análise complexo e multidimensional, exigindo uma discussão inter e transdisciplinar
Associativismo e educação popular no pós-25 de Abril: Ilhas de Abril, ou o caso da Associação de Moradores da Lomba
Get PDFDuring the Portuguese dictatorship, the popular associative movement was a space of freedom practices and free learning against the regime\u27s ideological project. These dynamics of resistance were amplified to an unprecedented degree in the explosion of freedoms brought by the April revolution. The neighbourhood associations formed after the revolution survived the decline in participation and a diagnosed crisis of citizen agency and are still spaces of sociability, symbolic permanence and the formation of political subjectivities. This article looks at the case of a residents\u27 association in Porto to discuss the educational, social, political and cultural assumptions that remain in these April-subsidised institutions, both in their heritage and current activity, and in their sociability and symbolic heritage.O movimento associativo popular constituiu durante a ditadura portuguesa espaço de práticas de liberdade e de livre aprendizagem face ao projeto ideológico do regime. Estas dinâmicas de resistência foram amplificadas a um nível sem precedentes na explosão de liberdades trazida pela revolução de abril de 1974. As associações de moradores formadas no pós-revolução sobreviveram ao declínio da participação e a uma diagnosticada crise de agência cidadã, e são ainda espaços de sociabilidade, permanência simbólica e formação de subjetividades políticas. O presente artigo parte do caso de uma Associação de Moradores do Porto para discutir pressupostos educativos, sociais, políticos e culturais que permanecem nestas instituições subsidiárias de Abril, quer na sua herança e na sua atividade atual, quer na sua sociabilidade e património simbólico
The Missing Laugh
Get PDFWhen we confront the absolute, i.e., the factual History, with a divergent possibility, we necessarily uncover what has been missing all along and likely did not let us go any further. Because if those that do not know History are doomed to repeat it, then those that do not discuss Alternative History are cursed to miss the early exit signs that precede the fall. 
Education, freedom and democracy: Celebrating 50 years of the 25th of April
Get PDFCelebrar 50 anos é escrever de memória vários pontos de interrogação aos caminhos feitos: social, político, económico, cultural. Faz meio século que Portugal colocou um ponto final em quatro décadas de ditadura fascista. As transformações ocorreram nos diferentes setores da nossa sociedade e, em alguns deles, como no da educação, procurámos compensar em poucas décadas séculos de atraso e de desinvestimento intencional. Consolidou-se uma escola pública, não já reservada a elites, mas aberta a crianças e jovens de realidades e contextos diversificados. Procurou-se garantir a igualdade de oportunidades de acesso e sucesso nos diferentes ciclos de estudos do nosso sistema de ensino. Este movimento foi acompanhado de largas expectativas sobre a escola, esperando-se que contribuísse de forma mais efetiva para a mobilidade social ascendente; para o desenvolvimento de cidadãos/ãs críticos/as e capazes de participar na sociedade; para formar pessoas para futuros mais incertos e rápidas transformações no mundo do trabalho. A história pública das escolas, nomeadamente no ensino superior, mostra caminho feito para que a educação de qualidade não esteja apenas reservada a “herdeiros”. Esse caminho tem sido feito não apenas na e através desta instituição, mas também de muitas outras da sociedade civil que têm dado realce ao papel que a educação, nas suas diferentes facetas, tem tido na promoção dos valores de Abril.To celebrate 50 years is to write from memory various question marks over the paths we have travelled: social, political, economic and cultural. Half a century ago, Portugal ended four decades of fascist dictatorship. Transformations have taken place in the different sectors of our society. In some of them, such as education, we have endeavoured to make up for centuries of backwardness and intentional disinvestment in just a few decades. A public school was consolidated, no longer reserved for elites, but open to children and young people from diverse realities and backgrounds. We endeavoured to guarantee equal opportunities for access and success in the different stages of our education system. This movement was accompanied by broad expectations of schools, with the hope that they would contribute more effectively to upward social mobility; to develop critical citizens capable of participating in society; to train people for more uncertain futures and rapid changes in the world of work. The public history of schools, particularly in higher education, shows that the road has been travelled so that quality education is not just reserved for ‘heirs’. This path has been taken not only in and through this institution but also by many others in civil society who have emphasised the role that education, in its different facets, has played in promoting the values of April
Doctoral students’ season schools: Multi-national and intercultural enrichment experiences for learning and networking
Get PDFPart of the work of universities worldwide is to train new doctors who can meet current and future challenges and who have the knowledge and skills required in academic life. There are many ways to achieve these goals, and it is necessary to explore these avenues. For the last decades, a diversity of spaces for learning and networking beyond formal ones has been provided to doctoral students. International seasonal schools, intensive programs, international writing retreats, international research communities of practice, and international seminar groups, among others, have been learning opportunities where students have the opportunity to discuss their work with peers, mentors and teachers. These learning spaces are organised by various facilitators such as universities, scientific associations, and researchers who usually focus on the same topic. In many cases, those experiences became even more relevant during the pandemic, keeping some of those activities in online environments with a significant role as a supportive network for social isolation (Cullinane et al., 2022). Now that the restrictions caused by the COVID-19 pandemic have been lowered in most countries of the world and people seem to be craving to meet other people once again face-to-face, it is reasonable to assume that participating in these learning opportunities will become even more popular.Part of the work of universities worldwide is to train new doctors who can meet current and future challenges and who have the knowledge and skills required in academic life. There are many ways to achieve these goals, and it is necessary to explore these avenues. For the last decades, a diversity of spaces for learning and networking beyond formal ones has been provided to doctoral students. International seasonal schools, intensive programs, international writing retreats, international research communities of practice, and international seminar groups, among others, have been learning opportunities where students have the opportunity to discuss their work with peers, mentors and teachers. These learning spaces are organised by various facilitators such as universities, scientific associations, and researchers who usually focus on the same topic. In many cases, those experiences became even more relevant during the pandemic, keeping some of those activities in online environments with a significant role as a supportive network for social isolation (Cullinane et al., 2022). Now that the restrictions caused by the COVID-19 pandemic have been lowered in most countries of the world and people seem to be craving to meet other people once again face-to-face, it is reasonable to assume that participating in these learning opportunities will become even more popular
