Ciências da Educação | Comunicações em congressos, conferências, seminários/Communications in congresses, conferences, seminars
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- Advancing prevention training with the EUPC in Portugal: turning challenges into achievementsPublication . Henriques, Susana; Silva, Natacha Torres da; Burkhart, Gregor; Sousa, Leonardo; Bettencourt, CarmenBackground: Portugal has one of the most decriminalised legal frameworks regarding narcotic and psychotropic substance use. However, specialized prevention training for decision-makers (DOP) and frontline professionals remains scarce. The European Prevention Curriculum (EUPC) was designed to bridge this gap, but its implementation in Portugal has been hindered by several obstacles, including the absence of a national coordinating body, the lack of formal requirement for EUPC trainings qualification, and the limited sharing of translated training materials. Methods: Two key milestones have supported the implementation of the EUPC in Portugal: (1) In 2022, four independent professionals completed the EMCDDA’s Training of Trainers (ToT) program, becoming national trainers and setting the groundwork for further training initiatives; (2) The Frontline Politeia project in Portugal identified critical gaps in prevention training and strategies. The impact of the new trainings with newly translated materials is being assessed through pre- and post-training evaluations using descriptive statistics, as well as content analysis of focus groups conducted at least six months after the training for DOPs and at least three months after those for frontline professionals. Results: The training highlighted the distinction between evidence-based prevention competencies and expertise from personal experience. Pre- and post-training assessments demonstrated significant knowledge improvement and reinforced the importance of evidence-based decision-making. However, the DOPs reported several challenges: the absence of a comprehensive and supportive national prevention framework, limited funding, a lack of rigorous evaluation requirements for prevention funding, and insufficient time for discussion and practical exercises during the EUPC trainings. Discussion: The EUPC implementation in Portugal reinforced the urgent need to integrate scientific research with practical expertise in line with other research findings in Europe, which highlight the persistent underutilization of evidence-based prevention strategies. To address these challenges, initiatives such as blended learning for youth and health professionals, expanded training for teachers, law enforcement and youth workers, and the EUPC Frontline micro-credential program are currently being implemented and tested. The presentation will propose elements to make EUPC trainings more tailored, accessible and relevant for key stakeholder in order to promote a sustainable and effective prevention system in Portugal.
- Avaliação da maleabilidade dos recursos de carreira: Impacto de uma intervenção de carreira a distância com estudantes universitáriosPublication . Santos, Sandra; Monteiro, Sílvia; Seabra, Filipa; Almeida, Leandro
- O Currículo Europeu de Prevenção (EUPC) na formação de profissionais como estratégia de inovação em CADPublication . Anjos, Purificação; Bettencourt, Carmen; Silva, Natacha Torres da; Prata, Isabel; Henriques, SusanaOBJETIVOS: Caracterizar o EUPC e discutir o processo formativo dos profissionais em prevenção, perspetivando o potencial de qualidade e inovação na intervenção preventiva METODOLOGIA: Partindo da análise do EUPC e da formação dos profissionais, discutimos os resultados do pré e pós teste realizados pelos formandos que frequentaram a microcredencial ‘EUPC-Frontline’. DESENVOLVIMENTO: O Currículo Europeu de Prevenção (EUPC) (EMCDDA 2019), surge num contexto de crescente interesse e atenção, a nível mundial, de desenvolvimento de padrões de qualidade dos profissionais em prevenção, promovendo também a capacitação dos decisores, líderes de opinião e responsáveis políticos. O EUPC é baseado em referenciais, normas e evidências internacionais, com uma filosofia de intervenção europeia, de respeito pelos direitos humanos, reconhecimento do valor complementar da redução de riscos e do equilíbrio entre os programas de prevenção e políticas públicas. O EUPC-Frontline, que dota os profissionais da linha da frente dos conhecimentos e ferramentas necessários para dar prioridade a intervenções baseadas em dados concretos evidências, eliminando gradualmente práticas obsoletas e iatrogénicas. Os resultados do pré- e pós-teste mostram o perfil dos formandos da primeira edição da microcredencial e revelam tendências no que se refere aos seus conhecimentos e atitudes face à prevenção. CONCLUSÃO: A formação dos profissionais reforça a ciência da prevenção ao capacitar os profissionais para a sua aplicação e desenvolvimento.
- Implementation process of a manualised program: implications for research and practicePublication . Bettencout, Carmen; Sousa, Leonardo; Henriques, Susana; Silva, Natacha Torres daBackground: Socioemotional development strategies are an important way of empowering individuals to choose healthy behaviours. Scientific evidence shows that the earlier socio-emotional learning/management issues are addressed, the better the outcomes. Methods: The program “Calmly– Learning to Learn Yourself” focuses on the development of children’s socio-emotional skills and positive relationships. It emphasizes self-regulation, communication, adaptability, creative thinking, resilience, and problem-solving. It is considered a universal prevention program. Regarding its effectiveness, it has been indicated in the Xchange prevention registry as “Further studies recommended”. Consequently, the program’s application is subject to evaluation and a monitoring system that ensures data collection to assess its effectiveness. “Calmly” is being implemented by adequately trained facilitators in 1st Cycle schools (3rd year classes), during a school year, in Ponta Delgada, the largest municipality in the Azores and the one with the most fragilities. The program involves 19 classes, covering 320 children, in a classroom setting, with the presence of the teacher. Results: “Calmly” was designed according to a specific territorial context and for a determined target audience, having, further, been customized according to developmental stage. Despite the adaptation efforts, weaknesses were detected related to contextual and linguistic specificizes. However, the support materials for the intervention sessions could not be modified due to copyright and funding reasons. It is also worth noting that, due to the high cost of support materials, access had to be reduced for the target audience. The program's implementation is still ongoing. Despite being at this stage (approximately 50% of the intervention), some positive results can already be visible, particularly in terms of identifying basic emotions and using strategies for effective emotional management. Discussion: Despite having been subject to adaptation and customization for the required age group, the adaptation to the territorial, social and linguistic context did not prove to be the most appropriate. Although the Azores are an integral part of Portuguese territory and share some characteristics, we believe there are unique aspects that must be considered, including the ultraperipheral context. As a future strategy, we will focus on creating a program that originates in the Azores, but can be adapted to other territorial contexts.
- Oficina de desenho e gravura: relato de uma experiência de residência artísticaPublication . Ebert, Andrea; Bastos, Glória; ManuelThis article addresses the possibilities that a Resident Artist project can achieve in the context of animations and activities to promote the development of skills in the area of drawing and engraving, in a school context, combined with various multiliteracies. Some elements related to the National Arts Plan and the role of the Resident Artist are discussed, in conjunction with the school library. In the empirical part, the activities carried out are described and analyzed, as well as the results of the evaluation carried out by the students involved in the activities. In particular, the engraving workshop allowed students to use this form of expression as a tool to create visual languages and thus draw a bridge between visual language, written language and also verbal language. The concept of creativity in this project indicated paths to important elements regarding visual literacy, information literacy, the construction of knowledge and therefore emancipation, fundamental functions that the school library intends to offer and also meets the statement in the Student Profile Upon Exit of Compulsory Schooling. The results obtained, combined with AR's self-reflection, reveal the relevance of actions such as the one carried out in this project.
- Projeto de semestralização do ano escolar no município de S. João da Madeira: perspetivas de professoresPublication . Machado, Eusébio André; Abelha, Marta; Seabra, Filipa; Correia, Luís GrossoA semestralização do calendário escolar foi implementada a título experimental no âmbito de Planos de Inovação/Ação, formalizados através de contratos entre as escolas e o Ministério da Educação (ME), através da Direção-Geral da Educação (DGE), conforme estabelecido na Portaria n.º 181/2019, de 11 de junho. Cinquenta e cinco escolas ou agrupamentos participaram na fase piloto, cuja avaliação, conduzida por uma equipa da Universidade de Lisboa em 2020 (Costa, Almeida & Viana, 2020), apontou várias vantagens, embora sem a considerar uma solução inevitável. Em 2020/2021, o Município de S. João da Madeira aderiu à semestralização nos seus três agrupamentos de escolas e solicitou, a peritos externos, a monitorização deste processo. O projeto teve origem na necessidade de responder a um conjunto de dificuldades que afetavam o ensino e a aprendizagem, tais como: i) o desequilíbrio no número de dias entre períodos letivos; ii) a burocratização do sistema de ensino; iii) o elevado número de reuniões de avaliação sumativa, que priorizam a avaliação das aprendizagens em detrimento da avaliação para as aprendizagens; e iv) o foco excessivo dos Encarregados de Educação na avaliação quantitativa dos alunos, em vez da qualidade das suas aprendizagens. Era, assim, fundamental encontrar soluções para mitigar esses constrangimentos. Nesta comunicação, apresentamos os resultados de inquéritos realizados em 2021 junto dos professores do município, que identificam os aspetos mais e menos bem-sucedidos na implementação da semestralização. Foram recolhidos dados sobre a partiipação dos professores no processo, bem como sobre os impactos na avaliação das aprendizagens, nas dinâmicas do trabalho pedagógico e no sucesso escolar. As perspe]vas dos professores revelam-se, em geral, favoráveis à semestralização, embora e a título de exemplo, parte significativa dos professores discorda ter havido desburocratização com o projeto de semestralização.
- Psychopedagogical support in online education: strategies and benefitsPublication . Goulão, Fátima; Pixel, International ConferencesThe growing advance of technology has expanded the use of online learning. Many students may face challenges when making the transition to online learning, such as the lack of face-to-face interaction and the need for self-discipline. Psycho-pedagogical support can help students adapt to this new environment by offering guidance and resources to develop self-management and organisational skills. This article explores the importance of psycho-pedagogical support in online learning. Here we highlight the strategy we used to help students who were in the first year of an online degree course. To this end, a non-formal space was created where challenges were presented, through forums, with themes that were not only relevant to the development of study and adaptation strategies, but also promoted the socio-emotional development of the students who wanted to take part in this experience. Online learning can be isolating and emotionally challenging for some students. Psycho-pedagogical support provides a safe space for students to express their concerns, deal with academic stress and develop effective coping skills. In brief, by implementing effective psycho-pedagogical support strategies, students' well-being can be promoted and, as a result, their learning potential maximised
- Que formação para a prevenção em CADPublication . Henriques, SusanaQue formação para a prevenção em Comportamentos Aditivos e Dependências (CAD) aborda o panorama em Portugal. Partindo do contexto Europeu, enquadra-se o Currículo Europeu de Prevenção (EUPC) que sustenta duas vias de formação. Apresentam-se os dados de disseminação do EUPC na Europa e não só. Terminamos com a caracterização da formação baseada no EUPC em Portugal.
- The role of self-efficacy in online education: Perspectives, challenges, and practical implicationsPublication . Goulão, Fátima; REDINE, Red de Investigación e Innovación Educativa, Madrid, SpainWith the exponential growth of online learning, driven by the rapid evolution of digital technology and the need for flexibility in learning, there is a need to understand how psychological factors, such as self-efficacy, influence students’ experience in this environment. This article aims to explore the concept of self-efficacy in the context of online learning, examining its implications for student engagement, performance, and satisfaction. Self-efficacy theory describes an individual’s belief in their ability to successfully perform a particular task or achieve a specific goal. In online teaching, self-efficacy plays a crucial role as students face unique challenges such as time management, self-discipline and adapting to learning technologies. In our research we used a sample of 204 online students. Of these, 84.3% are female and 15.7% are male. The average age is 40 (SD 9.1), with a maximum age of 65 and a minimum of 21. The mode was 39 years. The self-efficacy questionnaire had a Cronbach’s alpha of 0.943. The average grade in the course is 16, with a mode of 17. The correlation between the grades and the level of self-efficacy was positive, but not statistically significant. In other words, our data is in line with the theory, despite not being statistically significant. One of the possible explanations could be the small variability of the classifications, which are quite high.
- The Profile of Students and Their Study Strategies – A Diagnosis of the Strengths and Weaknesses of a Student Group in Relation to the Use of Study StrategiesPublication . Goulão, FátimaIn our study, we aim to define the profile of a group of students enrolled in the first year of an online undergraduate programme. Our sample consists of 166 students of both genders, with an average age of 42 years. We used a 35-item questionnaire as a data collection instrument, which enabled us to analyse the behaviour of these students. Statistical analysis of the questionnaire indicates a high level of internal consistency. The responses reveal strong confidence in their learning, realistic goal setting, self-awareness, and careful time management, with students planning tasks and study time in advance when preparing for assessments. The less positive aspect identified is the difficulty of studying with others or in groups. In summary, by developing and implementing study strategies tailored to the online context, students can maximise their learning, engagement, and academic success, as well as further develop their strategies for self-regulated learning.