PROA-UA (Univ. de Aveiro)
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Understanding AI\u27s Role in Shaping Consumer Choices
Get PDFThe rapid evolution of artificial intelligence (AI) has substantially transformed marketing and the way consumers make decisions. This study investigates the impact of transparency and perceived control on the acceptance of personalized recommendations made by AI systems. The research was conducted with 81 participants through online questionnaires collected between March and April 2024. The structural model used analyzed the relationships between transparency, perceived control, perception of AI, and consumers\u27 purchasing decisions. The results reveal that transparency and perceived control act as critical mediators in the relationship between the perception of AI and acceptance of personalized recommendations, influencing consumer trust as well as their concerns about privacy and ethics in the use of data. The findings highlight that clear communication about how AI operates and offers recommendations can increase the perception of transparency, giving consumers a deeper understanding of the processes involved. At the same time, giving users more control over personalized preferences can lead to greater engagement and trust in AI-generated recommendations. Thus, companies looking to deploy personalized recommendation systems should focus on developing strategies that emphasize transparency and offer significant control to the user. The findings indicate that such approaches can significantly contribute to increasing the acceptance of personalized recommendations while addressing ethical and privacy concerns in the use of data.The rapid evolution of artificial intelligence (AI) has substantially transformed marketing and the way consumers make decisions. This study investigates the impact of transparency and perceived control on the acceptance of personalized recommendations made by AI systems. The research was conducted with 81 participants through online questionnaires collected between March and April 2024. The structural model used analyzed the relationships between transparency, perceived control, perception of AI, and consumers\u27 purchasing decisions. The results reveal that transparency and perceived control act as critical mediators in the relationship between the perception of AI and acceptance of personalized recommendations, influencing consumer trust as well as their concerns about privacy and ethics in the use of data. The findings highlight that clear communication about how AI operates and offers recommendations can increase the perception of transparency, giving consumers a deeper understanding of the processes involved. At the same time, giving users more control over personalized preferences can lead to greater engagement and trust in AI-generated recommendations. Thus, companies looking to deploy personalized recommendation systems should focus on developing strategies that emphasize transparency and offer significant control to the user. The findings indicate that such approaches can significantly contribute to increasing the acceptance of personalized recommendations while addressing ethical and privacy concerns in the use of data
Desafios e oportunidades da inteligência artificial face à rápida evolução tecnológica
No full textArtificial Intelligence (AI) attempts to replicate human traits/capabilities through the development of computer systems, capable of performing tasks/functions that would otherwise require human intervention. There has been a massive increase in the use of this tool and no sign that this will change in the near future. The purpose of this paper is to analyse the challenges and opportunities of Artificial Intelligence in rapid technological change. Therefore, a survey was created based on this theme, focusing on different opinions by gender and nationality. Chi-square tests were performed, and through the obtained results, the hypothesis that there is an association between gender and being/not being informed about AI and the hypothesis that there is not an association between gender and standing for/against AI were proved. Furthermore, we concluded that Portuguese, Spanish, and Italian individuals align with their perception of technological change and development
The influence of Instagram advertisements on generation Z buying behaviour: What\u27s Next?
Get PDFThis paper sheds light on some investigation ideas based on the influence of Instagram adverts in generation Z buying behaviour. In recent years, society has become more and more digital. Consequently, generation Z, born surrounded by technology, is the one that uses smartphone the most and simultaneously Instagram, being involuntarily in contact with several adverts. This paper´s methodology is based on a literature review, approaching recent qualitative and quantitative studies. Considering the importance of digital influence in society – especially among social media – it is important to focus future research on gen Z’s interaction with Instagram and its impact on the relationship with brands. Due to the lack of previous studies regarding the subject, this investigation has an exploratory purpose, based on previous conclusions of studies related to Millennials. These seem to suggest a positive connection towards advertisement on Instagram. The authors attempt to provide clues for future investigations that consider gen Z. Finally, for the future, the authors recommend verifying a possible continuation of a positive relation towards Instagram ads with gen Z or, even if buying behaviour changes among the considered consumers
Sustainable Water Package: Consumer Perception and Challenges for Designers
Get PDFEvery year, an average of 1000000 litres of mineral water are sold in Portugal. An amount of plastic waste from the bottles, caps and labels arises ecological problems. Sustainability became a reality, and many consumers began with positive attitudes around this, such as environmentally friendly activities and purchasing of green products. But about water packages, how do consumers perceive sustainability? Is package design susceptible to influence the consumer sustainable perception? To find out, a survey was developed, and was applied online to two hundred and sixty-six people. In the first moment, the product stimuli are the shape water package and its label of the 1,5 litres water package of the five most sold water brands. The attributes analysed were the material/form, graphics, and package information. Respondents were invited to rank each package individually. In the second moment, a new stimulus price was introduced. The Material/Form attribute respondents consider Serra da Estrela the most sustainable package. In terms of Graphics and Package Information, Penacova was the brand considered most sustainable. When the prices are showed to respondents, the brand intention to buy, is Penacova. This work brings some theoretical and practical implications. For literature, it brings news contributes about package design attributes and their influence in terms of consumer perception. For brand managers and/or product managers the findings show how graphics attributes can influence the consumer perception and help designers to develop the best labels to communicate to targets
Understanding Internal Marketing Orientation in Higher Education: Evidence from a Portuguese Public University
Get PDFThis paper studies the internal marketing orientation (IMO) within a Portuguese public university, applying a validated multidimensional model comprising informal information creation, formal information creation, information dissemination, and responsiveness. Using a questionnaire-based survey which was distributed to the entire population of teaching staff, non-teaching staff and researchers at a Portuguese university, and based on a sample of 67 respondents, the study combines descriptive analysis, regression modelling, and cluster analysis to identify patterns in internal communication. The findings confirm the internal consistency of IMO dimensions and show that formal information creation significantly predicts information dissemination, while both dissemination and informal information creation positively influence perceptions of responsiveness. Using cluster analysis, we identify three distinct staff profiles (Disconnected, Ambivalent, and Engaged) with different perceptions of internal marketing. The positive effects of formal communication on dissemination are only observed among the Engaged group, suggesting that alignment with the institution moderates the impact of internal marketing efforts. These results suggest that the university should move beyond one-size-fits-all communication models and adopt differentiated, group-specific strategies. By combining psychometric measurement with staff segmentation, the study provides methodological and strategic contributions to internal marketing research and practice in university settings
Polemías éthnê: dynamics of hellenistic identity in the pontus euxinus: The case of Histria at the end of the 3rd century BCE (IScM 1 15)
No full textEl artículo busca comprender la construcción de la identidad helenística en la polis de Histria a través de documentación epigráfica del siglo III a.C. Mediante el análisis del decreto dirigido al ciudadano Agathokles (IScM 1 15), proponemos que Histria construye un esquema identitario original, flexible y multiescalar que prioriza el éthnos antes que la alteridad bárbaroheleno.Para este fin desarrollamos, primero, un breve estado del arte sobre la alteridad clásica y helenística; segundo, una presentación, traducción inédita y comentario de la inscripción; y, tercero, un examen detallado de sus principales significados identitarios. Concluimos con una reflexión sobre las posibilidades de negociación que permiten adaptar la identidad helenística y su significado histórico.This article aims to understand the construction of Hellenistic identity in the polis of Histria through epigraphic documentation from the 3rd century BC. By analysing the decree addressed to the citizen Agathokles (IScM 1 15), we propose that Histria develops an original, flexible, and multiscalar identity framework that prioritises the éthnos over the barbarian-Greek alterity. To this purpose, we first provide a brief state of the art on classical and Hellenistic alterity; second, an unpublished presentation, translation, and commentary of the inscription; and third, a detailed examination of its main identity-related meanings. We conclude with a reflection on the negotiation possibilities that allow for the adaptation of Hellenistic identity and its historical significance
Conselho Estadual de Educação do Rio de Janeiro y la Supervisión de la Red Básica de Enseñanza: Atribuciones y Competencias
No full textNo ano de 2014, na forma da Lei n.° 6.864/2014, o Conselho Estadual de Educação do Rio de Janeiro – CEE/RJ é transformado, formalmente, em órgão de Estado autônomo. Transformação essa que impacta na sua natureza, atribuições e competências, as quais a partir deste ato incluem supervisão sobre a Educação Básica. O presente artigo tem como objetivo geral discutir, a partir da legislação vigente, quais são as ações e práticas supervisoras do Conselho Estadual de Educação do Rio de Janeiro. E como objetivos específicos: a) Identificar as ações supervisoras do CEE/RJ; b) Descrever os processos operacionais de supervisão do CEE/RJ; c) Ilustrar o papel dos processos de supervisão na instrução processual do CEE/RJ. A pesquisa, de natureza teórico-prática, organiza-se como qualitativa. Constituem as principais fontes da pesquisa: a) Conjunto legal e infralegal referente à temática; b) Relatórios de atos e ações de supervisão do CEE/RJ; c) Processos administrativos que utilizam como peças relatórios de supervisão e de acompanhamento e avaliação. O resultado da análise aponta para uma sistemática indireta e pontual de supervisão realizada pelo CEE/RJ, a qual ocorre, essencialmente, para atendimento a processos ou apuração de denúncias recebidas. A ausência de regularidade relaciona-se à falta de um quadro próprio de servidores que atendam a este fim. Este é efetivado na maioria das vezes pelo uso de relatórios da Inspeção Escolar da Secretaria de Estado de Educação do Rio de Janeiro — SEEDUC/RJ.In the year 2014, under State Law No. 6.864/2014, the State Education Council of Rio de Janeiro – CEE/RJ is formally transformed into an autonomous State body. This transformation impacts its nature, duties, and competencies, which from this act include supervision over Basic Education. The present article aims to discuss, based on current legislation, what the supervisory actions and practices of the State Education Council of Rio de Janeiro are. And as specific objectives: a) Identify the supervisory actions of CEE/RJ; b) Describe the operational supervision processes of CEE/RJ; c) Illustrate the role of supervision processes in the procedural instruction of CEE/RJ. The research, of a theoretical-practical nature, is organized as qualitative. They constitute the main sources of the research: a) Legal and infralegal framework related to the topic; b) Reports of supervisory acts and actions by CEE/RJ; c) Administrative processes that use supervisory reports and monitoring and evaluation reports as components. The result of the analysis points to an indirect and sporadic system of supervision carried out by the CEE/RJ, which occurs, essentially, to address processes or investigate received complaints. The lack of regularity is related to the absence of a dedicated staff of civil servants who can fulfill this purpose. This is most often carried out through the use of reports from the School Inspection of the State Department of Education of Rio de Janeiro – SEEDUC/RJ.En el año 2014, en virtud de la Ley Estatal n° 6.864/2014, el Consejo Estatal de Educación de Río de Janeiro – CEE/RJ es transformado, formalmente, en un órgano de Estado autónomo. Transformación que impacta en su naturaleza, atribuciones y competencias, que a partir de este acto incluyen supervisión sobre la Educación Básica. El presente artículo tiene como objetivo general discutir, a partir de la legislación vigente, cuáles son las acciones y prácticas supervisoras del Consejo Estatal de Educación de Río de Janeiro. Y como objetivos específicos: a) Identificar las acciones supervisoras del CEE/RJ; b) Describir los procesos operacionales de supervisión del CEE/RJ; c) Ilustrar el papel de los procesos de supervisión en la instrucción procesal del CEE/RJ. La investigación, de naturaleza teórico-práctica, se organiza como cualitativa. Constituyen las principales fuentes de la investigación: a) Conjunto legal e infralegal referente à temática; b) Relatórios de atos e ações de supervisão do CEE/RJ; c) Processos administrativos que utilizam como peças relatórios de supervisão e de acompanhamento e avaliação. El resultado del análisis apunta a una sistemática indirecta y puntual de supervisión realizada por el CEE/RJ, la cual ocurre, esencialmente, para atención a procesos o investigación de denuncias recibidas. La ausencia de regularidad se relaciona con la falta de un cuadro propio de servidores que puedan atender a este fin. Este se lleva a cabo la mayoría de las veces mediante el uso de informes de la Inspección Escolar de la Secretaría de Estado de Educación de Río de Janeiro – SEEDUC/RJ
Educación Inclusiva: La Fuerza de la Supervisión y la Coordinación Pedagógica
No full textO estudo analisa a atuação da Supervisão Educacional e sua contribuição para práticas pedagógicas inclusivas em escolas brasileiras. A questão norteadora é analisar de que maneira a supervisão promove a inclusão escolar de forma efetiva, consolidando práticas sensíveis às diferenças físicas, cognitivas e sociais dos alunos. Com abordagem qualitativa, a pesquisa combina revisão bibliográfica com estudo de casos em escolas que adotam práticas inclusivas apoiadas pela supervisão. A primeira etapa consistiu em levantamento teórico com base em autores como Mantoan (2022), Almeida e Placco (2021), Lück (2011) e Glat (2007), além de documentos oficiais e diretrizes pedagógicas. Na segunda etapa, realizaram-se entrevistas com supervisores, professores e gestores, bem como observações diretas das práticas inclusivas em contextos escolares. Os dados foram analisados por meio da técnica de análise de conteúdo, revelando desafios, estratégias e padrões emergentes. Os resultados apontam que a supervisão tem papel central no planejamento, apoio docente e adaptação curricular. No entanto, destaca-se a necessidade de formação específica em inclusão para que sua atuação seja efetiva. A pesquisa indica que supervisores e coordenadores pedagógicos, ao atuarem de forma articulada com os professores, tornam-se pilares fundamentais para a construção de uma escola verdadeiramente inclusiva. Conclui-se que a consolidação de práticas inclusivas exige não apenas adaptações pedagógicas, mas uma transformação estrutural das escolas, na direção de uma educação democrática e equitativa, em que a diversidade seja reconhecida como elemento central no processo de ensino-aprendizagem.This study analyzes the role of Educational Supervision and its contribution to inclusive pedagogical practices in Brazilian schools. The guiding question is to examine how supervision effectively promotes school inclusion by consolidating practices sensitive to students’ physical, cognitive, and social differences. Using a qualitative approach, the research combines a literature review with case studies in schools that implement inclusive practices supported by educational supervision. The first stage involved a theoretical review based on authors such as Mantoan (2022), Almeida and Placco (2021), Lück (2011), and Glat (2007), along with official documents and pedagogical guidelines. The second stage included interviews with supervisors, teachers, and school administrators, as well as direct observation of inclusive practices in school settings. Data were analyzed using content analysis methodology, revealing emerging challenges, strategies, and patterns. The results highlight that supervision plays a central role in planning, teacher support, and curriculum adaptation. However, the need for specific training in inclusive education is emphasized for supervision to be truly effective. The findings suggest that educational supervisors and pedagogical coordinators, when working collaboratively with teachers, become key pillars in building a genuinely inclusive school. The study concludes that consolidating inclusive practices requires not only pedagogical adaptations but also structural transformations in schools, aiming for a democratic and equitable education in which diversity is recognized as a central element of the teaching and learning process.El estudio analiza el rol de la Supervisión Educativa y su contribución a las prácticas pedagógicas inclusivas en escuelas brasileñas. La pregunta orientadora busca examinar cómo la supervisión promueve la inclusión escolar de manera efectiva, consolidando prácticas sensibles a las diferencias físicas, cognitivas y sociales del alumnado. Con un enfoque cualitativo, la investigación combina una revisión bibliográfica con estudios de caso en escuelas que implementan prácticas inclusivas con apoyo de la supervisión educativa. La primera etapa consistió en un análisis teórico basado en autores como Mantoan (2022), Almeida y Placco (2021), Lück (2011) y Glat (2007), además de documentos oficiales y directrices pedagógicas. La segunda etapa implicó entrevistas con supervisores, docentes y gestores escolares, así como observaciones directas de prácticas inclusivas en contextos escolares. Los datos se analizaron mediante la técnica de análisis de contenido, revelando desafíos, estrategias y patrones emergentes. Los resultados señalan que la supervisión desempeña un papel central en la planificación, el apoyo al profesorado y la adaptación curricular. No obstante, se destaca la necesidad de una formación específica en inclusión para que su actuación sea verdaderamente eficaz. La investigación indica que supervisores y coordinadores pedagógicos, al trabajar en colaboración con los docentes, se convierten en pilares fundamentales para la construcción de una escuela verdaderamente inclusiva. Se concluye que la consolidación de prácticas inclusivas requiere no solo adaptaciones pedagógicas, sino también transformaciones estructurales hacia una educación democrática y equitativa, donde la diversidad sea reconocida como elemento central del proceso de enseñanza-aprendizaje
Colaboración y comunicación en las prácticas de supervisión: un estudio en la formación inicial docente en Angola
No full textA supervisão colaborativa no âmbito do estágio pedagógico promove o desenvolvimento de profissionais reflexivos e a coresponsabilização de formandos e supervisores pela melhoria das práticas educativas. O presente artigo apresenta um recorte de um estudo de caso incidente num curso de formação inicial de professores em Angola, cuja finalidade foi investigar as práticas de colaboração e comunicação no contexto do estágio. Para a recolha de dados, recorreu-se ao inquérito por questionário a supervisores (n=10) e formandos (n=67) e à observação de quatro encontros supervisivos. Os resultados permitem identificar aspetos favoráveis a uma supervisão colaborativa e dialógica, mas também sinalizam melhorias a efetuar. Os formandos apresentam perceções menos positivas da presença da colaboração do que os seus supervisores, o que sugere a necessidade de a reforçar, nomeadamente nas atividades formativas em que sentem mais dificuldades. Nos encontros supervisivos, foram observadas estratégias de comunicação dos supervisores que potenciam uma aprendizagem profissional baseada na reflexão e no diálogo, embora com uma focalização prioritária na ação realizada e na resolução de problemas, e não na promoção da inovação pedagógica. O estudo constitui um ponto de partida para a reflexão sobre a supervisão pedagógica no âmbito da instituição em que foi desenvolvido, de modo a que as melhorias possam ser efetuadas a partir das vivências dos atores e com a sua participação, de forma coletiva e sustentável.Collaborative pedagogical supervision during the practicum promotes the development of reflective professionals and the co-accountability of trainees and supervisors for improving educational practices. This article presents part of a case study that took place in an initial teacher education programme in Angola, the purpose of which was to investigate collaboration and communication practices in the context of the practicum. Data collection was carried out through a questionnaire survey of supervisors (n=10) and trainees (n=67) and observation of four supervisory meetings. The results allow us to identify aspects that are favorable to collaborative and dialogical supervision, but also indicate improvements that need to be made. Trainees have less positive perceptions of the presence of collaboration than their supervisors, which suggests the need to strengthen it, particularly in the training activities in which they experience greater difficulties. In the supervisory meetings, communication strategies by supervisors were observed that promote professional learning based on reflection and dialogue, although primarily focused on the action taken and problem-solving, rather than on promoting pedagogical innovation. The study constitutes a starting point for reflection on pedagogical supervision within the institution in which it was developed, so that improvements can be made based on the experiences of the actors and with their participation, in a collective and sustainable way.La supervisión colaborativa en las prácticas pedagógicas promueve el desarrollo de profesionales reflexivos y la corresponsabilidad de formandos y supervisores en la mejora de las prácticas educativas. Este artículo presenta un extracto de un estudio de caso que tuvo lugar en un curso de formación inicial de profesores en Angola, cuyo propósito fue investigar los procesos de colaboración y comunicación en el contexto de prácticas. Para recopilar datos, se realizó una encuesta a supervisores (n=10) y formandos (n=67) y se observaron cuatro reuniones de supervisión. Los resultados permiten identificar aspectos favorables a la supervisión colaborativa y dialógica, pero también indican mejoras que es necesario realizar. Los formandos tienen percepciones menos positivas de la presencia de colaboración que sus supervisores, lo que sugiere la necesidad de reforzarla, especialmente en actividades formativas en las que experimentan mayores dificultades. En las reuniones de supervisión se observaron estrategias de comunicación de los supervisores que promueven el aprendizaje profesional basado en la reflexión y el diálogo, aunque con un enfoque prioritario en la acción realizada y la solución de problemas, y no en la promoción de la innovación pedagógica. El estudio constituye un punto de partida para la reflexión sobre la supervisión pedagógica al interior de la institución en la que se desarrolló, de manera que se puedan generar mejoras a partir de las experiencias de los actores y con su participación, de forma colectiva y sostenible
Caminos hacia la autonomía: Una experiencia pedagógica en Educación Primaria
No full textO presente artigo apresenta um estudo de natureza interventiva e interpretativa ancorado numa abordagem de investigação-ação que envolveu o desenho, o desenvolvimento e a avaliação de uma experiência pedagógica numa turma do 1.º Ciclo do Ensino Básico. A finalidade da experiência foi promover a autonomia dos alunos através da autorregulação da aprendizagem, assim como o desenvolver competências de autossupervisão do professor através da investigação-ação. A intervenção baseou-se na metodologia de trabalho de projeto e teve como propósito envolver os alunos de forma ativa na planificação, monitorização e avaliação das suas aprendizagens. A análise de dados recolhidos através de questionários aplicados aos alunos, observação de aulas, notas de campo e diários de bordo elaborados pelos alunos evidenciam que a participação ativa dos alunos em processos de autorregulação da aprendizagem favoreceu o desenvolvimento da sua autonomia. O envolvimento do professor em processos de autossupervisão através da investigação-ação potenciou a análise crítica do seu pensamento e ação, contribuindo para o seu desenvolvimento profissional e para a promoção de uma prática pedagógica mais reflexiva e indagatória.This article presents an interventive and interpretative study based on an action-research approach that involved the design, development and evaluation of a pedagogical experience in a 1st Cycle of Basic Education class. The aim of the experience was to promote students’ autonomy through the self-regulation of learning, and to develop the teacher’s self-supervision competence through action research. The intervention was based on project work and aimed to actively involve students in the planning, monitoring and evaluation of their learning. The analysis of data collected through questionnaires administered to students, classroom observations, field notes and student logbooks shows that the active participation of students in self-regulation processes contributed to the construction of their autonomy. The involvement of the teacher in self-supervision processes through action-research enhanced the critical analysis of his thinking and action, contributing to his professional development and to the promotion of a more reflective and inquiry-based pedagogical practice.Este artículo presenta un estudio interventivo e interpretativo anclado en un enfoque de investigación-acción que involucró el diseño, desarrollo y evaluación de una experiencia pedagógica en una clase de 1er Ciclo de Educación Básica. El propósito de la experiencia fue promover la autonomía del alumnado a través de la autorregulación del aprendizaje, y desarrollar la capacidad de autosupervisión del docente a través de la investigación-acción. La intervención se basó en la metodología de trabajo por proyectos y tuvo como objetivo involucrar activamente al alumnado en la planificación, seguimiento y evaluación de su aprendizaje. El análisis de los datos recolectados a través de cuestionarios aplicados a los estudiantes, observación de clase, notas de campo y diarios de aprendizaje elaborados por los estudiantes muestran que la participación activa de los estudiantes en la autorregulación del aprendizaje contribuyó a la construcción de su autonomía. La participación del docente en procesos de autosupervisión a través de la investigación-acción potenció el análisis crítico de su pensamiento y acción, contribuyendo a su desarrollo profesional y a la promoción de una práctica pedagógica más reflexiva e indagadora