Repositório RCAAP

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The upper course of technology in multimedia production is offered to deaf people and listeners at the Federal Institute of Santa Catarina –Campus Palhoça Bilingue. In Brazil, it is one of the main institutions and a reference in education for the deaf in the Bilingual perspective (LIBRAS/Português), seeking the inclusion of hearing-impaired people in basic, technical and technological education. The author tries to exemplify through actions of management of curricular units adopted by the coordination of the mentioned course, results obtained in successful interdisciplinary projects. The results discuss the work presented by deaf students of the upper course and how much they are relevant for the use of other high school students of the institution. In this way it is important to show the scope of work in the multimedia area by deaf students of the course, taking into account sign language as the first language. Considerations about the work close the application and reinforce new gaps in the development of multimedia materials with the support of the management.

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After nearly two school years of implementing a curriculum flexibility model in Portuguese primary and secondary schools, and with the clear and final goals of increasing school success and decreasing school dropout, we have followed schools with flexibility projects included in the program autonomy. We tried to understand, in a non-participant observation framework, if the curriculum design initially established by the school leadership initiative, allowed to achieve the stated objectives. The research framework consisted mainly of classroom observation, participation in disciplinary team meetings and meetings with the local team to follow the curriculum flexibilization process. We found that learning strategies became more student-centered and what was effectively found was that learning outcomes improved substantially, not only witnessed by teachers’ opinions, but also materialized in school grades.

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Academic failure and school dropout are priority social problems which are not only related with individual and familial factors. PertenSer [to Belong] was a community-based project designed to provide, to the most vulnerable youngsters, opportunities to develop personal, social, and professional competencies, strengthening their motivation to learn, as well as their confidence and ability to build life trajectories. 13 young people (14-18 years old) from 8th and 9th grades from an Integrated Program of Education and Training participated in the project. A qualitative assessment of the project focused on participant’s involvement in the project, changes in self-concept and personal and social development, in school involvement, and in the perspectives about their own future. Results show improvements in youth self-confidence, behaviour at school and in the relations with adults, the ability to design short and mid-term life aims. The project also increased the valorisation and the motivation to school learning, which, in turn, contributed to the decrease of school dropout and to a greater success at school. The project’s success factors included its community approach involving different out-of-school actors and the supportive relationships established with professionals and teachers.

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“Programa Escolhas”(Choices Program) is a nationwide program focused on promoting the social inclusion of children and young people from vulnerable socio-economic backgrounds, such as ethnic minorities, aiming at equal opportunities and strengthening social cohesion. In 2017, Pombal Municipality signed a protocol, between local entities, foreseeing the execution of a set of activities aimed at children and young people, between 6 and 30 years old, from the gypsy communities of this city and living in the poor neighbourhoods. The “Project 3I”(to Intervene, to Integrate and to Include), inserted in the “Choices Program”, aims at an attitude change towards school and its importance in the personal and professional future of students from the Gipsy community. The present study was intended to, on one hand, listen to the Pombal Municipality Facilitators’ opinion on Projeto 3I and, on the other, to get to know the gains that those functions gave them. To do so, a group focused interview was done, the results showing that their intervention helped gipsy community students to look at their relationship with the school and formal learning in a more positive way. Another conclusion was that the Facilitators consider having had a relevant role, gaining both in professional and personal terms.

This paper focuses on the complex process of planning and settlement of the qualifying training network in Alto Minho region, which took place in 2017.The National Agency for Qualification and Professional Education (ANQEP, I.P.) considers extremely important and necessary for Portugal to have a System of Anticipation of Qualification Needs (SANQ), which appears as the great source of information for the characterization of the territories in terms of forecast short and medium term qualification needs and for the updating of the National Qualification Catalogue (CNQ). This study analyses, on the one hand, the methodological approach on which the development of the System of Anticipation of Qualification Needs (SANQ) was based, as an instrument that provides the characterization of the territories in terms of forecast short and medium term qualification needs. On the other hand, elucidates us about the role of the different structures that interview in the whole process of organization of the educational and training supply network from the macro level, ANQEP and General Direction of School Establishments (DGEstE), at meso level, CIM Alto Minho and Direction of Regional Services of the North (DSRN), and finally at the micro level, where we consider municipalities, schools and where the economic and the business tissue of the region is implemented, approaching the decisive role they play in this whole process of “haggling” and negotiation of this network, paying attention to their own interests. This study is part ofa research methodology of qualitative nature, presenting itself as an instrumental case study, validated by the triangulation of data sources, subjects and by methodological triangulation. Data collected and analyzed in this study allow us to conclude that most of the participants in the process of defining the training supply network recognize that the methodology that supports SANQ results to CIM Alto Minho did not produce valid results for the region and, towards this observation, we consider that all subsequent work defining criteria for network construction and the relevance assigned to qualifications for the region is weakened. On the other hand, the collection of data and the analysis that has been carried out, allow us to conclude that we are witnessing a process of concertation of a network of fictitious formative supply, marked by the logic of staging and organized hypocrisy by Brunsson (2006).

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