Ciências da Educação | Comunicações em congressos, conferências, seminários/Communications in congresses, conferences, seminars
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- Building inclusive school cultures through multilevel integration strategies for migrant students in PortugalPublication . Mouraz, Ana; Almeida, Ana Patrícia; Borges, Irina; Matos, Ana BeatrizThe growing cultural and linguistic diversity in Portuguese public schools, driven by global migratory flows, poses complex educational challenges and requires responses that transcend administrative inclusion to promote genuinely transformative integration. This study presents the results of a nationwide qualitative investigation carried out under the project AquiMeEncontro, coordinated by Universidade Aberta in partnership with the national education authorities. It aims to identify, analyse, and systematize educational practices that support the successful integration of migrant students in public education. Data were collected from 126 school clusters across five regions of Portugal during the 2022/2023 and 2023/2024 academic years, using a structured open-ended questionnaire administered to school leadership teams. The methodological approach is anchored in content analysis supported by MAXQDA software, integrating five analytical dimensions: (1) type of activity; (2) pedagogical and social objectives; (3) organisational structure and stakeholders; (4) perceived levels of efficacy; and (5) contextual variables, including regional diversity and student demographics. Practices were mapped along four main axes: curricular, socioemotional, intercultural, and socioeconomic. Notably, 63% of activities were non-curricular, while 86% were located within informal educational frameworks, many of them systemic and recurrent. Frequently reported practices included personalised mentoring, targeted language support in Portuguese as a Non-Native Language (PLNM), peer-to-peer tutoring, and intercultural events celebrating linguistic and cultural diversity. The findings suggest that schools prioritise emotional well-being, initial reception, and language acquisition as core components of their integration strategies. Teachers and school leaders were identified as the main promoters (42%), while multidisciplinary teams, students, technical staff, and external partners also played relevant roles. Outcomes perceived by schools included increased student engagement, improved academic results, enhanced linguistic proficiency, and greater self-esteem and belonging among migrant learners. However, structural limitations persist. These include a lack of systematic teacher training in intercultural competences, the underrepresentation of migrant families in school governance processes, and the absence of formal evaluation mechanisms to monitor and sustain inclusive initiatives. The study concludes that while Portuguese schools are actively building inclusive ecosystems through multilevel and context-sensitive strategies, a second generation of policy and practice is required. This should focus on sustainable professional development, structured assessment tools, and co-responsibility frameworks that engage families and communities in meaningful ways. These insights are particularly relevant for informing international educational agendas, reinforcing institutional resilience, and advancing equity-driven reform in multicultural school systems.
- Codificação como outra linguagem - ScratchJr no jardim de infância, no 1º e 2º ano do 1º ciclo do ensino básico: contributos da uma investigação desenvolvida em Portugal e em portuguêsPublication . Pinto, Maribel; Fernandes, Marlene; Cabero-Almenara, J.; Palacios-Rodríguez, A.; Montenegro-Rueda, M.; Fernández- Cerero, J.Esta comunicação pretende apresentar o currículo do ScratchJr do jardim de infância ao 2º Ano do 1º Ciclo do Ensino Básico (CEB), Codificação como Outra Linguagem, que foi traduzido para português por equipa de investigadores da Arcacomum Associação, no âmbito de um projeto financiado pelo programa Scratch Education Collaborative (2022- 2024) do MIT Media Lab, da qual a associação beneficiou e que paralelamente teve o apoio dos investigadores do Devtech Research Group e da Professora Marina Bers, para validação de todo este processo de tradução do currículo (https://sites.bc.edu/codingasanotherlanguage/scratchjr-curricula-portuguese). A primeira fase do projeto foi concluída em Maio de 2024, sendo que a partir de setembro de 2024 se prevê um estudo piloto de implementação deste currículo em contextos educativos em Portugal. Tencionamos neste artigo apresentar em linhas gerais, os currículos desde pré-escolar e do 1º (CEB), de forma a explicitar como pode ser conduzida uma integração curricular do ScratchJr em contextos educativos. Como resultados apresentamos cada um dos currículos e as suas potencialidades a serem aproveitadas e implementadas de forma transversal a diversas áreas curriculares. Concluímos que, a possibilidade de ter traduzido este currículo para português irá permitir integrar a programação por blocos, desde o pré-escolar.
- Decision making in virtual classrooms: a case for organisational democracy in teacher education for democracyPublication . Neves, Claudia; Almeida, Ana Patrícia; Abelha, Marta; Abrantes, Pedro; Oliveira, Juliana Gazzinelli deOrganizational democracy in education emphasizes participatory decision-making processes, involving teachers, students, and other stakeholders in shaping educational policies and practices. In teacher education, organizational democracy involves decision-making that empower them to contribute to the design and improvement of educational programs. This concept underscores the importance of cocreating with teachers to foster democratic values and equip them with the knowledge, skills, and attitudes necessary to promote democratic principles within students and learning community. This approach fits into the ongoing discussion about education and the common good, questioning how education itself can be understood as “common” and as a promoter of common goods (Bollier, 2018; Velicu & Garcia -Lopez, 2020). Analyzing organizational democracy involves examining various dimensions to gain a comprehensive understanding of how democratic principles are embedded within the organizational structure and culture. The AECED project aims to develop a prototype of a pedagogical framework and guides to practice that encourages the development of activities based on arts-based embodied methods in order to provide experiences of democracy-as-becoming. The Portuguese case will carry out 4 of the case studies of the project based on the development of an online training course for teachers and educators who, using a Participatory Action-Research (PAR) methodology (Cornish, et al. 2023), will test the framework and guide in early years, primary and vocational education. In this paper we will present a set of data relating to the perceptions of teachers and educators that participated in the online course about the organizational transformation before and after the development of the activities based on the pedagogical framework and guides of AECED project. Our aim was to identify perceptions about the organizational transformation on the following dimensions: transformative dialogue, power sharing, holistic learning, relational well-being, collaborative decision-making, shared leadership, innovation, and Creativity; Conflict Resolution and Inclusivity and Diversity. By examining these dimensions, researchers and organizations can gain insights into the level of organizational democracy and identify areas for improvement or refinement.
- Evaluation of the design of an online course for scratchjr learning in students of the pedagogy undergraduate degreePublication . Pinto, Maribel; Ibañez-Cubillas, P.; López Rodríguez, S.The objective of this study is to evaluate the structure, contents, and activities of an online course on the ScratchJr programming language, which promotes the development of computational thinking and coding. This course is available for free in the @rcaComum community (hosted on the Moodle platform - https://comunidade.arcacomum.pt) and has been based on a training proposal funded by the Arcacomum Association in Portugal (https://www.arcacomum.pt), the Scratch Collaborative Education community of the MIT Media Lab, led by M. Resnick and the DevTech Research Group at Boston College, led by Marina Bers, between 2022-2024. For this purpose, the evaluation of the online course design for learning ScratchJr was carried out with 28 Pedagogy students from the University of Malaga, who completed the course. The students completed the ScratchJr online course aimed at education professionals (in initial or continuous training) whose learning is done autonomously for five days and a total of ten hours. At the end of the course, a questionnaire was applied to evaluate the suitability and quality of the course structure, contents, and activities. The findings showed that 100% of the students considered that the documents (PDF) with information about the structure, information, and planning of the ScratchJr course are well structured and contain clear information about the organization, the necessary resources, and the activities to be carried out during the 10 hours. Regarding the content, 100% of the students indicated that the readings provided were sufficient and adequate to understand the ScratchJr application. On the other hand, 92.9% indicated that the Coding Cards activities were sufficient and adequate for learning the basics of the ScratchJr application, as well as 96.4% of the students considered that the Project Design activity (Storyboard) for ScratchJr, as a pre-final task, was adequate and relevant for the subsequent completion of the Final Project in the application. Thus, the ScratchJr course was rated by the students with a 4.60 out of 5. In conclusion, the students' perception highlights the quality of the design, while at the same time allows enhancing the positive aspects and improving those that require it. The ADDIE (Analysis, Design, Development, Implementation and Evaluation) Instructional Design model followed in the creation of this online course is highlighted, since the evaluation phase is fundamental to achieve optimal levels of quality and suitability.
- Evaluation of the impact of training in programming with ScratchJr pedagogy professionalsPublication . Ibáñez-Cubillas, P.; Pinto, Maribel; López Rodríguez, S.The objective of this study is to evaluate the impact of an online course on the ScratchJr programming language, which promotes the development of computational thinking and coding. This course is available for free in the @rcaComum community (hosted on the Moodle platform - https://comunidade. arcacomum.pt) and is based on a training proposal that has been financially supported by the Arcacomum Association in Portugal (https://www.arcacomum.pt), the Scratch Collaborative Education community of the MIT Media Lab, led by M. Resnick, and the DevTech Research Group at Boston College, led by Marina Bers, between 2022-2024. For this purpose, a formative evaluation of the online course for learning ScratchJr was carried out with Pedagogy students at the University of Malaga. Initially, a questionnaire on general knowledge about Programming Languages in Education was applied. Then, the students took the ScratchJr online course aimed at education professionals (in initial or continuous training) where learning is done autonomously for five days and with a total of ten hours. At the end, a final questionnaire was applied to compare changes in the level of knowledge of those students who completed the training. The findings of the initial questionnaire showed that the students had no knowledge of Programming Languages (77.1%), ScratchJr (79.2%) and Computational Thinking (87.5%). They were also unaware of other Programming Languages for children (95.8%) and did not know how to code with any Programming Language (97.9%). After the completion of the course and the evaluation of the final project, the students acquired basic knowledge and skills on Programming Languages, Computational Thinking and Coding, while learning to program with ScratchJr. In addition, the results of the final questionnaire revealed an impact of the training, since between 96.4% and 100% of the students valued the importance of including Computational Thinking and Programming with ScratchJr in the initial training of the pedagogue for their future professional practice in different areas of Pedagogy. Thus, it is concluded that the autonomous and self-manageable realization of the ScratchJr course has an important impact on the training of students, contributing to significant learning about Computational Thinking and Programming through ScratchJr. The ADDIE (Analysis, Design, Development, Implementation and Evaluation) Instructional Design model followed in the creation of this online course is also valued, since the evaluation phase is fundamental to determine its continuation and effective implementation.
- Ferramenta ou dependência: a dupla face das TIC na saúde mental de universitários espanhóis e portuguesesPublication . García Sánchez, Irene; Seabra, FilipaO uso intensivo das Tecnologias da Informação e Comunicação (TICs) tem modificado significativamente os hábitos de estudo, comunicação e entretenimento dos/as jovens universitários. Embora as TICs proporcionem benefícios inegáveis como o acesso à informação e a conectividade, também geram riscos associados à saúde mental, como a sobrecarga informativa, a hiperconectividade, o isolamento ou a dependência digital. Esta investigação justifica-se pela necessidade urgente de compreender como diferentes formas de interação com as TICs afetam o bem-estar emocional e psicológico dos estudantes. O objetivo geral desta tese de doutoramento é analisar o impacto do uso das TICs na saúde mental de jovens universitários em contextos universitários espanhol e português. Os objetivos específicos que pretendemos alcançar seriam: examinar a relação entre o uso intensivo de TICs e a saúde mental em estudantes universitários; determinar o nível de dependência dos/as estudantes às TICs; comparar os resultados entre estudantes espanhóis e portugueses para identificar semelhanças e diferenças significativas; descrever o estado de saúde mental dos/as estudantes; identificar os fatores que influenciam a saúde mental dos/as estudantes; e definir relações entre a saúde mental e as TICs com base em variáveis sociodemográficas e académicas. Será realizada uma investigação com uma abordagem quantitativa, quase experimental, descritiva e por inquérito, a estudantes universitários da Faculdade de Educação da Universidade de Granada, Universidade Aberta de Portugal e Universidade do Minho. Esta comparação intercultural permitirá identificar possíveis diferenças derivadas do contexto educativo, social e cultural, fornecendo uma visão mais completa sobre o fenómeno. Os resultados obtidos poderão orientar intervenções preventivas e de promoção do bem-estar digital adaptadas a cada realidade universitária. Para a recolha de dados, serão utilizados questionários estruturados para compilar dados sobre a utilidade das TIC e sobre a saúde mental, sendo estes o Questionário sobre a usabilidade das TIC com ligação à Internet de Jiménez, Alvarado e Llopis (2017); a Escala de risco de adição-adolescente às redes sociais e internet (ERA-RSI); e o Questionário de Saúde Geral de Goldberg (GHQ28). Além disso, é utilizado um questionário Ad hoc (questionário de elaboração própria) para o registo de dados sociodemográficos e académicos. Será utilizado o software estatístico SPSS® 24.0 para realizar a análise de dados correspondente. As análises descritivas serão realizadas através de tabelas, nas quais se incluem: frequências, percentagens, mínimos, máximos, médias e desvios-padrão. Por outro lado, as análises inferenciais serão realizadas através de tabelas, incluindo: média, desvio-padrão, valor F, teste t de Student e a significatividade. Os resultados esperados são os seguintes: uma correlação positiva entre o uso excessivo de TICs e níveis elevados de stress, ansiedade e fadiga mental; que os estudantes que gerem o seu tempo digital de forma equilibrada reportem maior bem-estar psicológico; que os estudantes portugueses e espanhóis mostrem diferenças nas variáveis estudadas, possivelmente influenciadas por fatores culturais, educativos e de hábitos tecnológicos; e por último, que o estudo fornecerá uma base sólida para desenhar intervenções orientadas para promover um uso saudável das TICs no âmbito universitário, adaptadas às características de cada contexto.
- Formando ciudadanía resiliente a través de las redes sociales: una experiencia innovadora en educación superiorPublication . Nieto-Ramos, Marina; Puig-Gutiérrez, María; Rodríguez-Marín, Fátima; Pinto, Maribel; Cabero-Almenara, Julio; Palacios-Rodríguez, Antonio; Montenegro-Rueda, Marta; Fernández-Cerero, JoséLa crisis socioambiental que vivimos actualmente requiere de estrategias educativas innovadoras en la Educación Superior. En este trabajo presentamos una experiencia desarrollada durante el curso 2022-2023, con 38 estudiantes del Grado de Educación Infantil de la Universidad de Sevilla. Las estudiantes trabajaron el impacto socioambiental de la alimentación humana usando Instagram como diario visual de aprendizaje. Los resultados nos muestran un alto grado de participación de las estudiantes, así como evidencias de una mejora en su nivel de alfabetización ambiental, principalmente vinculado a sus comportamientos proambientales, aunque con un marcado carácter individual. Todo esto nos permite concluir, como también lo hicieran otras investigaciones previas, que la red social Instagram puede ser una herramienta educativa, de evaluación y de investigación útil, que favorece la participación activa y el aprendizaje de los estudiantes sobre problemáticas socioambientales relevantes, promoviendo así una educación más comprometida con temáticas como la sostenibilidad y la justicia social.
- Inteligência artificial como competência docente transversal no ensino superior em gestãoPublication . Negas, Mário CarrilhoÉ proposto um enquadramento conceptual que entende a Inteligência Artificial (IA) como uma competência docente transversal no ensino superior em Gestão, ultrapassando a visão da IA como mera ferramenta tecnológica. São abordadas as implicações da IA na formação docente, nas políticas institucionais e no desenho curricular, destacando a necessidade de literacia algorítmica crítica, ética da IA e governação responsável. A proposta assenta em referenciais teóricos da competência profissional, da prática reflexiva e da educação digital, articulando mediação pedagógica, desenho instrucional, avaliação e reflexão assistidas por IA. Considera-se que a IA deve ser compreendida como uma infraestrutura cognitiva, ética e sociotécnica que reconfigura a identidade e a prática docente no ensino superior.
- MOOC programación y robótica en educación infantil y primaria: análisis del perfil y las expectativas de los profesionales de la educaciónPublication . Pinto, Maribel; Souza, Elizabeth; Amante, Lúcia; Mendes, António Quintas; Cabero-Almenara, Julio; Palacios-Rodríguez, Antonio; Montenegro-Rueda, Marta; Fernández-Cerero, JoséEste artículo presenta un análisis de los perfiles y expectativas de los profesionales de la educación que asistieron a la primera edición del MOOC (Massive Open Online Courses) Programación y Robótica en Educación Infantil y Primaria, desarrollado en el marco del proyecto de investigación KML II y que tuvo lugar entre enero y febrero de 2024. Aquí presentamos y discutimos los datos de la encuesta cuestionario aplicada en la fase inicial del curso, que permitió conocer las características de los maestros de infantil, profesores y otros participantes que asistieron a la formación, sus motivaciones para el uso de estas tecnologías y sus expectativas sobre el impacto de estas herramientas integradas en contextos de educación infantil y primaria.
- Perceptions of the educational potential of robotics and coding in inclusive settingsPublication . Loureiro, Ana Cláudia; Pinto, MaribelIn recent years, the potential of educational robotics (ER) and coding has been highlighted in studies and research on teaching strategies for children with special needs. Integrating ER and coding in school activities allows for learning based on solving real problems as well as the inclusion of children with special needs since these resources have relevant learning potential by promoting the development of socio-emotional and personal skills, key factors in the learning and inclusion process. However, one of the great difficulties is understanding how teachers recognize the potential of educational resources and their differences, as well as whether they feel prepared to make use of ER and coding in inclusive settings. This study aimed to verify the conceptions about the use of ER and coding in inclusive settings of a group of students in the curricular unit of Information and Communication Technologies and Special Educational Needs of the master’s in Special Education in the cognitive-motor domain of the Polytechnic Institute of Viseu, Portugal, in the 2nd semester of the 2021/2022 school year. The relevance of the study lies in the need to train education professionals for the effective integration of robotics and coding activities in inclusive educational settings. This is initial research, with an exploratory interpretive character approach, supported by an assessment of acquired knowledge applied after the class on "Computational Thinking, Robotics, and Coding in Inclusive Learning Contexts". The class consists of 25 students, with 20 having the opportunity to attend the class and 19 responding to the assessment. The results show that most participants recognize the potential of ER and coding in promoting learning contexts with children with special needs and are aware of the importance of their continuing professional development and training in this area. From this initial research, which is now of an exploratory nature, it is intended to do further research that may result in scientific knowledge for future training contexts in ER and coding in inclusive settings.