RCAAP Repository

No summary/description provided

No summary/description provided

This article wishes to assess public policies of education in Angola, carried out in cooperation procedures for post 2015 development, namely, social partnerships established between the Angolan Government and organizations of the second and third sectors in the area of adult literacy in a professional environment. References are made to some conclusions of a study carried out within a PhD in Educational Sciences, which according to the theory of a Situated Epistemology of Development Cooperation understands that policies are presented at different levels, such as mega site, macro site and meso site. It is concluded that such social partnerships make sense and become more consistent when perceived in the context of dialogic cooperation, where the parties involved present certain provisions that partners tend to present when properly justified in a local network of partnerships.

No summary/description provided

No summary/description provided

The present study focuses on an analysis of the conditions of action of the Integrated Education and Training Program (PIEF). The program act in the social inclusion of adolescents considered to be unsuccessful at school (retention/abandonment), deviant behavior, young institutionalized and originating of dysfunctional families (physical violence, alcoholism, separated parents, etc.). One of the main objectives of the PIEF measure is to ensure compliance with compulsory schooling. The reflections presented are the results of the case study carried out in the PIEF group/class, in the secondary school with 3rd cycle D. Dinis, in which it was sought to understand the implementation and performance of the PIEF, as well as to follow and know the practice of the various actors that intervene in the program. For this, we chose the qualitative methodology with participant observation, records in field diary and interview application. It was found that these young are no longer accepted by the school, being that this does not seem to present training mechanisms to promote critical awareness that improves development experiences.

No summary/description provided

No summary/description provided

No summary/description provided

No summary/description provided

Quality assurance has received much attention in recent years, mainly due to internal and external pressures related to the progressive massification of higher education and the need to align quantitative growth of frequencies with international quality standards. The adoption of self-evaluation practices resulted from an external imposition on Higher Education Institutions aiming to institute internal self-regulation dynamics and to legitimize external control procedures leading to the accreditation of courses and institutions. This paper aims to present and discuss self-assessment actions and their effects at a professional and social level within a basic unit of Universidade Católica de Moçambique (Catholic University of Mozambique). In methodological terms, the case study perspective is adopted, and the non-participant observation and the content analysis of documents produced within this process are used. We conclude that self-assessment, although marked by ambiguous and weakly articulated dimensions, led to changes and improvements during and after the practice of self-evaluation.

No summary/description provided

No summary/description provided

No summary/description provided

No summary/description provided

No presente texto procuramos efetuar uma análise sobre a investigação produzida em meio escolar nos últimos onze anos, explorando algumas das interações que aqui se estabelecem, nomeadamente em matéria de (in)disciplina, transgressão e violência. Para tanto recorreu-se a diferentes motores de pesquisa (e.g., B-on, Google Scholar, Scielo) e a palavras-chave como: alunos, profissionais e/ou professores; comportamentos, indisciplina e/ou violência; escola, funcionamento escolar e/ou meio escolar. Foram identificados 65 artigos e selecionados 55, desenvolvidos em escolas portuguesas entre A escola em análise entre 2006 e 2016: das questões de (in)disciplina, transgressão e violência| 102006 e 2016. Deste modo, foi possível perceber que muitas das investigações produzidas no contexto escolar português se encontram publicadas em revistas internacionais; que os trabalhos neste domínio recorrem maioritariamente à perspetiva dos estudos empíricos para analisar as diferentes problemáticas; que a violência, o comportamento transgressivo, os problemas de indisciplina e as questões relativas à avaliação/educação constituem os principais temas analisados. Concluiu-se, assim, que a investigação conduzida em meio escolar beneficiaria de uma certa reestruturação, afigurando-se necessário que contemplasse outros atores sociais e técnicas que possibilitassem uma compreensão mais holística e contextualizada dos fenómenos ligados às escolas.

The generalization of the school entails a greater heterogeneity of the student population and a greater complexity of its management, requiring flexible structures and organizational, pedagogical and curricular responses. This article presents a school reorganization project and a development of teaching that invites to the collaborative work in the pedagogical and curricular management of classes with a significant number of common teachers. It also recounts the perceptions of pedagogical managers about the different dimensions of this project and emphasizes the relative autonomy put into action by them.

Students have increasingly different characteristics. Nevertheless, the school tends to be oriented towards curricular uniformity, with a pedagogical intervention based on the so-called "average student", abstract, and therefore, tends to create, at the outset, inequalities in the opportunities of access to the success. Thus, pedagogical and curriculum differentiation continue to present themselves as an indispensability, but simultaneously as a challenge to teachers and to the way schools, classrooms and times tend to be organized. Through an exploratory study, sought to understand the perspectives of 34 teachers of basic education about the differentiation and essentially meet the pedagogical practices that they considered facilitate the response to the difference. It was evidenced an effort, on the part of the interviewed, to diversify, contemplating different dimensions in their practices. However, transpired the existence of different constraints that condition the implementation of differentiation practices and the possibility of providing effective learning experiences to all students.

No summary/description provided

No summary/description provided