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- Transformar a educação para a democracia através das aprendizagens estéticas e corporizadasPublication . Neves, Claudia; Almeida, Ana Patrícia; Oliveira, Juliana; Abelha, Marta; Abrantes, PedroA democracia não é simplesmente um processo técnico que envolve a aprendizagem da sua história, princípios, regras e instituições. Para proteger e promover a democracia, a educação para a democracia é vital. No entanto, nas escolas a educação para a democracia coloca a tónica na aprendizagem cognitiva. Muito pouco destaque se dá a uma dimensão fundamental da aprendizagem, ou seja, a sua natureza estética e corporizada. Esta comunicação apresenta os primeiros resultados de projeto internacional com financiamento Horizon Europe cuja ambição é reforçar e transformar o papel da aprendizagem estética e corporizada na educação para a democracia. A intenção é conceber um quadro pedagógico estético e corporizado inovador que tenha um impacto na prática da educação para a democracia através de guias associados à prática. O projeto está a ser desenvolvido e está, neste momento, na fase de testagem dos protótipos do quadro e dos guias em diferentes fases da educação e diversos contextos nacionais. Estes estudos de testagem estão a ser desenvolvidos através de uma investigação-ação participativa inovadora. O resultado da investigação será um quadro pedagógico baseado na investigação, com guias de apoio à prática, que inspire e ativa novas formas de educar para a democracia. O que se pretende apresentar são os resultados da fase de testagem realizada no contexto português ao nível da educação pré-escolar, 1º ciclo do ensino básico e ensino vocacional.
- Research to enhance democracy through aesthetic and embodied learningPublication . Neves, Claudia; Almeida, Ana Patrícia; Abelha, Marta; Abrantes, PedroComunicação apresentada no MeetUP23 – 2º Encontro de Investigadores do LE@D – Inovação e Ciência, Categoria Projetos, 27 de maio de 2023, Sessão A2 | https://eventos.uab.pt/meetup23/
- Decision making in virtual classrooms: a case for organisational democracy in teacher education for democracyPublication . Neves, Claudia; Oliveira, Juliana; Almeida, Ana Patrícia; Abelha, Marta; Abrantes, PedroOrganizational 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.
- Transformar a educação para a democracia através de aprendizagens estéticas e corporizadasPublication . Juliana Oliveira; Neves, Claudia; Almeida, Ana Patrícia; Abelha, Marta; Abrantes, PedroO projeto "Transforming Education for Democracy through Aesthetic and Embodied Learning, Responsive Pedagogies and Democracy-as-becoming" (AECED) visa transformar a educação para a democracia, enfatizando a aprendizagem estética e corporizada, bem como pedagogias responsivas.
- Report case(s) Design. Report, by each partner, of their case(s) design (including ethics permission) and how it contributes to the total projectPublication . Pažur, Monika; Jääskeläinen, Pauliina; Petzold, Julia; Cazgir, Kardelen; Spahn, Lea; Weber, Susanne; Kozlovskis, Konstantins; Oganisjana, Karine; Lace, Natalja; Ozols, Rolands; Neves, Claudia; Almeida, Ana Patrícia; Oliveira, Juliana; Abelha, Marta; Abrantes, Pedro; Woods, Philip; Mpamhanga, Karen; Culshaw, Suzanne; Reeves, HannaThe purpose of this deliverable is for all partners to share their case designs, ethics permissions, and explain their contributions to the overall project goal. The project aims to create an innovative, evidence-based aesthetic and embodied pedagogical Framework that impacts the practice of education for democracy and the associated Guides to pedagogical practice that support responsive, participatory pedagogies.1 For that, the six AECED partner countries use a Participatory Action Research (PAR) design through which they co-create, trial, and analyse a prototype pedagogical Framework and four associated Guides for elementary school, secondary school, higher education, and adult/professional education. In this deliverable, we present the case design for all 19 cases, covering a wide array of institutional trialing settings to ensure a differentiated and diverse set of data for reflecting on, analysing, evaluating, and re- designing the pedagogical Framework and the practice Guides. In alignment with the research aim and overarching research questions of the project, we have formulated specific research questions for all national partners, as outlined in the methodological Framework. These questions serve as guiding principles for the cross-case analysis, ensuring that each partner's research aligns with the overall objectives and contributes to a comprehensive understanding of the project's focal areas. In the following, we will give a short overview of the case design phase that also encompasses the approval of each country's ethics commission. Both aspects will then be portrayed in the appendix.
- Prototype framework, including its rationale, development and features – in English language and partner country language versions. Deliverable 3.1Publication . Neves, Claudia; Abelha, Marta; Almeida, Ana Patrícia; Abrantes, Pedro; Jääskeläinen, Pauliina; Culshaw, Suzanne; Cazgir, Kardelen; Oganisjana, Karine; Ozols, Roland; Pažur, Monika; Petzold, Julia; Smith, Karen; Spahn, Lea; Weber, Susanne ; Woods, Philip
- Prototype guides – in English language and partner country language versions. Deliverable D3.2Publication . Neves, Claudia; Abelha, Marta; Almeida, Ana Patrícia; Abrantes, Pedro; Jääskeläinen, Pauliina; Culshaw, Suzanne; Cazgir, Kardelen; Oganisjana, Karine; Ozols, Roland; Pažur, Monika; Petzold, Julia; Spahn, Lea; Weber, Susann ; Aladrović, Katarina; Smith, Karen; Woods, Philip