RCAAP Repository
Uma reflexão em torno da "cultura": um contributo para a "reforma do sistema educativo"
No summary/description provided
1993
Baptista, Fernando Paulo do Carmo
A Universidade Católica Portuguesa ao serviço do desenvolvimento do país
No summary/description provided
Temas clássicos em quatro poetas portugueses contemporâneos
No summary/description provided
Educational teams and learning communities
The organization model of school based on educational teams requires structural and instructive changes, in a process that challenges teachers to become professional learning communities, combining their professional development with school improvement, with an impact in the student learning process. This is a qualitative study and it identifies the school main concerns regarding the implementation of this alternative organization, presents the intermediate management structures that have been created, infers the considered model of leadership and shows the significant school and teachers’ gains, namely, the interaction and professional collaboration, social visibility of teaching, the school environment, improved educational achievement and recognition of the community.
2016
Machado, Joaquim Formosinho, João
Gonçalves Dias e José de Alencar: na vanguarda do Luso-Tropicalismo?
No summary/description provided
A tomada de conscência do tragico em La Princesse de Clèves, de Madame de La Fayette
No summary/description provided
As Viagens de Garrett: uma obra "digna do século"
No summary/description provided
Abordagem semântico-enunciativa de alguns problemas gramaticais
No summary/description provided
A retomada das raízes portuguesas pela literatura brasileira contemporânea (1960-1985)
No summary/description provided
Cataldo Sículo e o mecenato da Rainha D. Leonor
No summary/description provided
O sentimento de honra n' A Demanda do Santo Graal
No summary/description provided
An integrated model of school success promotion (MIPSE) – the students’ voice
This paper focus on the characterization and analysis of an integrated model of school success promotion (MIPSE) based on team teaching in its first year of implementation. The study presented is based on part of the monitoring process consisting of the application of a questionnaire to the students involved in the project, as well as of a focus group. The analysis and interpretation of the collected data make it possible to conclude that the MIPSE is perceived by the generality of students as an attractive and motivating pedagogic model, able to generate more and better learning. However, some opportunities for improvement are to be mentioned, such as the improvement of the pedagogic value of some of the activities to be done by the best students; the use of more diverse and active teaching and learning strategies, able to imply every student in school work and the necessity of abandoning a logic of remediating the learning difficulties of some of the students and engage in a logic that aims to promote better learning opportunities for everyone.
2016
Cabral, Ilídia Alves, José Matias
A função da ilustração na literatura infanto-juvenil
No summary/description provided
O latim na reforma do sistema educativo
No summary/description provided
A "Medeia" de Anouilh: vicissitudes de um mito grego
No summary/description provided
O mundo clássico em Eugénio de Andrade
No summary/description provided
Recreaçao filológica
No summary/description provided
Initial teacher training in University of Porto
Initial teacher training programmes are faced with resistance at several levels from classical universities which hinders their effective implementation. This paper intends to analyse the case of the University of Porto. We con-tend that, although some faculties have included initial teacher training as an institutional purpose, the obstacles to its affirmation create a situation we can call exclusionary tolerance. Finally, several of its more vulnerable areas are identified that objectively hinder the development of higher quality teacher training projects, some of which can also be found in other institutions that train future teachers.
2016
Santos, Paulo Jorge Martins, Maria Felisbela
To build a democratic and fair school: Arco Maior project and the pedagogy of mercy
The school failure and exclusion remain high in Portugal, although there has been a massive recovery of educational backwardness. This failure and exclusion derive mainly from references with which we thought the cultural integration mission and the human development of all children and young people in today’s school. The school meritocracy, which deeply differentiates students, although the school declaring them as equals, does not exhaust the range of reference in which we can and must rethink the mission of education. School education of modernity, that enters the twenty-first century, is proving to be both a democratic school, because taking care of all citizens, and deeply unjust, because it excludes a large part of them. I defend, in the pursuing of UNESCO (1996) and many educationalists and philosophers, one anthropologically founded education, with a humanistic face and able to promote human multidimensionality and personal difference. I believe that only a democratic and a fair education will be able to fulfill that mission, rescuing the school away from the instrumental rationalization and progressive epistemological asphyxia that is being developed by the dominant policies of the last decades. These policies subject education to a dehumanizing techno-economic efficientism. Considering the theories of social justice and the approaches to a fair school, I present the Arco Maior project (Major Arc): a socio-educational proposal for young people dropped out from formal schooling in the city of Porto. This project has been able to implement a “pedagogy of mercy” outside the traditional models of school education. I argue that through this innovative framework it will be possible to reconstruct the life projects of the students, overcoming some obstacles to a truly fair education. The Arco Maior project questions substantively the “school model of production” that generates exclusion. This is one of its main strengths.
António Patrício: entre a emoção e a ironia
No summary/description provided