Ciências da Educação | Artigos em revistas internacionais / Papers in international journals
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Browsing Ciências da Educação | Artigos em revistas internacionais / Papers in international journals by Author "Almeida, Ana Patrícia"
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- Además del acogimiento ... políticas de integración de niños refugiados sirios en las escuelas portuguesasPublication . Almeida, Ana PatríciaVivimos, actualmente, el mayor flujo de refugiados desde la Guerra Fría. En 2015,un número creciente de personas arriesgó sus vidas atravesando el marMediterráneo en busca de seguridad y protección. Más de un millón de personasllegaron a Europa durante ese año. Hasta el momento, el conflicto armado en Siria ha obligado a millones depersonas a desplazarse desde su residencia y cerca de 5,4 millones a temer por sus vidas y arriesgarse a salir del país (UNHCR, 2018). La situación de losrefugiados sirios se considera una de las crisis humanitarias más graves de estesiglo (UNICEF, 2015). Más de 13,5 millones de sirios han sido afectados por esteconflicto y de ellos, 6 millones son niños (UNICEF, 2017). Como bien subraya elPEARN (2003) “los niños soportan consecuencias desproporcionadas del conflictoarmado” (p. 166). El objectivo de este articulo es describir y analizar cómo Europa respondió a estacrisis humanitaria, a través del análisis de la integración política europea yportuguesa de refugiados sirios y, en particular, a través del análisis de lasmedidas de integración de niños refugiados sirios en las escuelas portuguesas.
- Career intervention effectiveness and motivation: blended and distance modalities comparisonPublication . Monteiro, Sílvia; Seabra, Filipa; Santos, Sandra; Almeida, Leandro; Almeida, Ana PatríciaThis study evaluates the effectiveness of an intervention program on career resources in the blended and distance modalities and explores the relationship between changes in career resources and self-determined motivation. For this purpose, two groups of 68 and 72 higher education students participated in blended and distance career interventions, respectively. The blended program took place in a curricular infusion context, and was subject to assessment, while the distance program was fully voluntary. Students were assessed with pre- and post-tests regarding four career resources’ dimensions. Motivation over program experience was assessed after the intervention. The results indicate that despite some differences between the two modalities, both career interventions were effective, with gains in three of the four assessed career resources’ dimensions. Relatedness was higher in the blended format of the program, while participants in the distance format reported experiencing higher levels of autonomy during the program. Despite that, motivation variables did not present a relevant predictive power in career resources’ gains obtained through participation in the program. Implications for practice include the possibility of infusing the program into curricula of higher education degrees as a way of increasing program completion and reaching different audiences and highlighting the importance of using multiple approaches to broaden its reach.
- A gestão democrática das escolas e das universidades, nos 50 anos de AbrilPublication . Lima, Licínio C.; Carvalho, Maria João; Fraga, Nuno; Almeida, Ana PatríciaEste número temático da Revista Lusófona de Educação pre-tende descrever, analisar e interpretar a gestão democrática das escolas e das universidades, nos 50 anos de Abril. Associada ao 25 de Abril de 1974, o que lhe confere um sig-nificado político, a gestão democrática resulta da libertação de tensões que, durante décadas, se fizeram sentir e que se esten-deram às escolas (Delgado & Martins, 2002), resultando em alte-rações introduzidas nas escolas pelos próprios atores educativos, em particular pelos professores e alunos, na fase imediatamente posterior à revolução, numa tentativa clara de rutura com o mo-delo liceal fortemente centralizado (Barroso, 1999, 2002; Lima, 1998). Este período de descompressão política dará conta da capacidade dos atores educativos em dominar zonas de incer-teza, transformando a escola em espaços de comunicabilidade que permitiram a mudança e onde o poder se operacionalizava a partir da tomada de decisão, exercendo-se uma autonomia "con-quistada pela acção, reclamada e ensaiada na prática, através de processos de democracia direta" (Lima, 1998, p. 157) e não resultado de uma delegação de poderes, o que corporiza a divisa "Poder às Escolas". O Decreto-Lei n.º 176/74, de 29 de abril, e especialmente o De-creto-Lei n.º 221/74, de 27 de maio, entre outros diplomas legais que lhe seguiram, irão reconhecer, retrospetivamente, dinâmicas
- Headteachers and Inclusion: setting the tone for an inclusive schoolPublication . Neves, Claudia; Almeida, Ana Patrícia; Ferreira, MarcoInclusion is an unavoidable dimension of education and the school’s mission. Educational organisations must therefore seek approaches and practices that materialise in the effective management of diversity, equity and inclusion, since these are conditions for the involvement of the whole community to achieve the goals of education for all. This study sought to answer (i) How do school leaders conceptualize equity and inclusion? (ii) What guidance and administrative procedures do headteachers use to facilitate inclusion? (iii) What characterises their practices concerning leadership for equity and inclusion? The empirical focus of the research was a set of school principals of Portuguese public schools, where a qualitative methodology was used, namely the interview survey technique. The sample gathered 11 interviewees. The results show that, although from an ideological point of view, headteachers have a broad conception of inclusive education, from an operational point of view, the evidence shows the implementation of normative practices. The data point to a reproduction of Portuguese policies and their priorities, showing a leadership engaged in targets, outcomes and performance indicators. The conclusions of the article point to the need to explore new possibilities for understanding inclusion and leadership, and these understandings may impact the school’s transformation toward successful inclusion.