Browsing by Issue Date, starting with "2007-11"
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- Fátima, o milagre da interpretação - I: fases de abordagem gnosiológicaPublication . Franco, José EduardoComo contextualização introdutória, proposta de um arranjo heurístico da evolução do tratamento dado ao fenómeno de Fátima pela Igreja Católica, tanto sobre o ponto de vista da investigação dos factos, como da sua divulgação, em cinco fases ou etapas sucessivas, ao longo de noventa anos, com a caracterização de cada uma delas: fases de perquirição, apologética, de sistematização e rigor, documentalista e da síntese crítica.
- The universal covering homomorphism in o-minimal expansions of groupsPublication . Edmundo, Mário Jorge; Eleftheriou, P. E.Suppose G is a definably connected, definable group in an o-minimal expansion of an ordered group. We show that the o-minimal universal covering homomorphism p:U->G is a locally definable covering homomorphism and π_1(G) is isomorphic to the o-minimal fundamental group π (G) of G defined using locally definable covering homomorphisms.
- O Blog como elemento agregador numa comunidade de aprendizagemPublication . Monteiro, Vera; Pereira, AldaO artigo baseia-se num estudo de caso acerca do trabalho de pesquisa na Internet, no ensino básico, enquanto potenciador da emergência de uma comunidade de aprendizagem e destaca a utilização pedagógica do blogue enquanto recurso partilhado pela comunidade emergente, para construção solidária do conhecimento e suporte das suas interações. Na perspetiva deste estudo, o blogue inclui-se no chamado social software introduzido pela Web 2.0. Este tipo de software permite colocar as pessoas a colaborarem e aprenderem umas com as outras, no seio das comunidades de aprendizagem a que pertencem. A sua utilização tem por isso, do nosso ponto de vista, grandes potencialidades no desenvolvimento de novas abordagens educacionais, que ofereçam formas de participação e envolvimento que sejam fonte de identidade para os alunos. O conceito de comunidade de aprendizagem adotado baseia-se no pressuposto de Wenger (1998) de que aprender é um processo inerentemente social, que resulta da tensão entre a experiência pessoal e o conhecimento que os outros trazem para a comunidade, donde existe uma razão lógica para o envolvimento e utilização do social software, neste caso do blogue. São diversas as modalidades em que os blogues podem ser usados em educação. No estudo que relatamos adotou-se a interação direta entre pares, mediada pelo professor. O contexto foi o de Educação em Ciência, nas aulas de Ciências Físico-Químicas, numa turma do 7º ano de escolaridade. As atividades propostas aos alunos foram de pesquisa na Internet, recolha de informação, redação e publicação de textos, discussão on-line e offline. Os alunos trabalharam em grupo e foi criado um blogue de turma, que sustentou e potenciou a comunicação intergrupos. Concluímos que este processo de usar o blogue para responder a questões colocadas pelos colegas, estimulou o pensamento crítico e o desenvolvimento de literacia científica e digital. Foi crucial a intervenção do professor, monitorizando o blogue e questionando os alunos. Enquanto espaço virtual de partilha de recursos, o blogue funcionou, por um lado, como uma espécie de memória coletiva, espelho do percurso intelectual da turma; por outro, ao sustentar a interdependência entre todos, potenciou a responsabilização de cada um enquanto recurso valioso para os outros.
- Interchanging knowledge and experiments in a learning community in a view of collaborative workPublication . Amador, Filomena; Valadares, Jorge; Coelho, José; Rocio, Vitor; Caetano, Fernando J. P.; Gaspar, Cândido Dias; Ribeiro, Carlos; Remédios, Jaime; Costa, Fernando Pestana daIn this work we describe and analyze an experiment based in a programme of permanent seminars – e-DCET organized with the objective of developing practices of collaborative work inside the Departamento de Ciências Exactas e Tecnológicas (Universidade Aberta - Portugal), valuing the active sharing of pedagogic practices and knowledge at a variety of levels. Various themes were discussed and analyzed, among them we highlighted some experiences of online teaching in formal and non-formal contexts, user management in Moodle LMS, news from international e-learning meetings, visual representations and teaching chemistry online, pseudo-code as a communication language using Notetab and interactive materials in teaching mathematics.
- Legal and political regulation of higher education in Portugal: an evolutionary perspective on the current policy issues and the problem of orderPublication . Jacquinet, Marc; Caetano, João Relvão; Curado, HenriqueThe higher education system in Europe is currently under stress and the debates over its reform and future are gaining momentum. Now that, for most countries, we are in a time for change, in the overall society and the whole education system, the legal and political dimensions have gained prominence, which has not been followed by a more integrative approach of the problem of order, its reform and the issue of regulation, beyond the typical static and classical cost-benefit analyses. The two classical approaches for studying (and for designing the policy measures of) the problem of the reform of the higher education system - the cost-benefit analysis and the legal scholarship description - have to be integrated. This is the argument of our paper that the very integration of economic and legal approaches, what Warren Samuels called the legal-economic nexus, is meaningful and necessary, especially if we want to address the problem of order (as formulated by Joseph Spengler) and the overall regulation of the system.
- Higher learning in Portugal: a Veblenian approach to the evolution of organizations and hierarchiesPublication . Jacquinet, MarcOn the basis of an international project on higher education transformation in Europe, and a more in-depth analysis of the case of Portugal, I develop a theoretical framework for the analysis of the internal dynamics of universities (promotion, control and mobility analysis) and the overall evolution of the population of these very universities and higher education organizations (polytechnics, private organizations, etc.). The aim of the paper "'J is to go back to Veblen's anal sis of the higher learning in America (Veblen 1899, 1918, L 1919) and propose a theoretical framework and a limited number of working hypothesis for studying the transformation of the higher education systems in Europe with, in the present paper, a particular emphasis on the Portuguese case by way of exemplification. The present contribution is a modest and original proposal for studying organizations that once interested Veblen and that interest all of us and that could respond to the continuous, recent and not so recent, appeal that the work of a central figure of American institutionalism (Aryrous and Sethi 1996, Hodgson 1998, Mayhew 1998). Veblen can be considered in the present research as much as a source of inspiration for fresh and good ideas and working hypotheses (to a similar degree as Schumpeter is for innovation and industrial organization studies). It is surely also an important theoretical point of departure for giving an institutional bent and an evolutionary theory for the study of the internal workings of universities and the evolution of their very population through different periods of growths and crises. First, I use concepts and hypotheses that Veblen used in his studies on the American universities (from Higher Learning in America or The Theory of Leasure Class) and other relevant works (such as the Theory of Business Entreprise). His study of the American universities was then in his time either weak or of recent creation and often with a rather low level of cumulative scholarship, a case that strangely remember us some European higher education systems such as the Portuguese case. Second, the evolutionary approach to (l) the evolution of the organizations (universities and polytechnic institutes and to (2) the dynamics of selection, hiring policies, promotions and mobility is better adapted for grasping the historical transformations of the national systems of higher education. The object of study is neither static nor simply reducible to representative agents. Finally, the distinction between ceremonial versus production or industrial production is reworked in order to describe some of basic mechanisms in the higher "learning" system, such as the making of hierarchies of teachers, tenure systems, and the problem of internal and external mobility. This treatment will integrate notions coming from Veblen, like ceremonial adequacy, with others from Hirschman, namely the notions of exit, voice, and loyalty, Canguilhem (pathology and normal) and Spengler (the problem of order). In the first section, I develop the general theoretical argument that I will adopt from Veblen and compare his context with the current one in higher education. In the second section, I will build on Veblen evolutionary concepts retained in the first part such as ceremonial adequacy with other contribution coming from organization theory, namely sociology and economics. In the case of economics, I will use in combination with the Veblenian arguments the concepts of voice, exit and loyalty advanced by Hirschman with the addition of the notion of apathy that some of his followers have developed for the study of organizations. A central theoretical notion in the present study is the concept of hierarchy that is linked to the concepts of normality and pathology. The two criteria are the building blocks or specific institutions for the edification and survival of hierarchies. The theory will be developed and illustrated in two parts. First, at the level of the organization (the university) the problem of hierarchy and (internal) mobility will be discussed. Second, at the level of the general system of higher education, the survival of organizations, the (external) mobility of individuals between the schools will be characterized so that we can get see how the critical factors of evolution are. The notions of hierarchy, normality and pathology will also be part of the treatment of the overall system with the introduction of the problem of order (Spengler 1948, 1968). The last section will illustrate more systematically the working of the system in the Portuguese case and discuss the problems of conflicts of rules and institutions that are at the center of the evolution and changes of the system of higher education.