RCAAP Repository

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This article describes teachers as a professional group, focusing on preservice teachers and refining their profiles on the basis of the studies carried out in educational research. Personality as a major contributor to beliefs and teacher presence in the classroom in a more general sense help to building teacher identity over the period of first becoming and then being a fully-functioning classroom practitioner. Teacher self-concept and identity are developmental in nature and undergo constant fluctuations. They make for the success and/or failure, enthusiasm or burnout of every individual teacher, irrespective of his/her teaching contexts. New teachers who enter classrooms for the first time do not enter them empty-handed. They hold beliefs which have various origins and enjoy varying degrees of sustainability over time and the experiences they encounter. These are discussed here, both theoretically and by means of illustrative studies. When considering teachers over their whole careers, clear developmental stages can be distinguished. These are shown in the form of different models presented in the literature on teacher training and development. The article concludes with a brief description of pre-service teachers` profiles.

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In this study, the Author draws attention to the longevity of female conventual education and analyzes its development, especially from the fifteenth and sixteenth centuries onward, with the diffusion of the novitiate in female religious houses. The Author also studies the cases of the female monasteries in Bologna, in the sixteenth and seventeenth centuries, the range of subjects taught there as well as the two most important works published in the context of the post-Tridentine normative dispositions on nuns and novices: the Specchio religioso per le monache (1609), written by Giovan Pietro Barco, and La monaca perfetta, ritratta dalla Scrittura Sacra con autorità et essempii de’ Santi Padri (1624), by Carlo Andrea Basso.

The article on A Wise and Prudent Woman (from an original by Goldoni) begins with some information on Portuguese versions with different titles (1768 and 1778), it analyses a later handwritten copy (1784) and following that, dwells on the consideration of the argument and on character analysis. The plot essentially concentrates on the sensible and efficient way in which the protagonist acts, initially exchanged by her husband for a lover of higher social position and rehabilitating her marriage through finely interwoven stratagems without harming anyone. In the end, everyone is grateful to her and even the servants learn their lessons, one of which is, no doubt, that of the required mutual understanding for a happy marriage.

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Partindo dos conceitos de Sociologia das Ausências e das Emergências (Santos, 2006), o presente artigo analisa as relações entre as epistemologias dominantes e subalternizadas, a partir da voz de quatro sujeitos oriundos dos movimentos sociais brasileiros: dois membros de comunidades negras descendentes de escravos, os chamados quilombos, e dois participantes do Movimento dos Trabalhadores Rurais Sem Terra (MST). Os quatro depoimentos servem como base para reflexões a respeito das relações entre diferentes tipos de saberes e da apropriação do ensino formal como possíveis caminhos para o processo de emancipação social.

No contexto das sociedades contemporâneas assistimos emergência e proliferação intensa de mobilizações sociais de vários tipos, decorrentes de transformações amplas de caráter diverso, mas sobretudo da imparável disseminação do programa neoliberal. Muitas configuram movimentos sociais, mas nem todas. O conceito movimento social ganhou uma amplitude tal que se torna necessária uma análise cuidadosa da sua aplicação. O nosso objetivo é analisar a possibilidade de aplicação do conceito de movimento social de Charles Tilly à mobilização do dia 12 de março. A tarefa levada a cabo apoia-se sobretudo no trabalho empírico realizado no âmbito de uma investigação em curso.

O tema do presente estudo teve como objectivo principal a análise e interligação de memórias, recolhidas, através de entrevistas, não só de cidadãos do Romeu, mas também de outros locais do país. As memórias retidas pelas pessoas de locais diferentes, sobre os anos 60 e 70 do século XX, ajudarão a comprovar se houve diferenças nesse registo e se a imagem identitária, em relação ao regime, apresentou ou não características idênticas. O mundo rural transmontano, em que vigorou, durante muito tempo, o isolamento territorial e cultural, ter-se- -á identificado com outros locais do país na captação de um suporte de memórias, relativo a um mesmo tempo histórico? O estudo provou que a apropriação de memórias coincidiu em muitos aspectos e que as pequenas diferenças se adaptaram aos aspectos particulares da região.

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The article focuses the guessing game (Goodman 1991; Smith 2003), on the reading of a short story, in order to achieve its comprehension. The article takes as object of study the short story “Betsy”, by Rubem Fonseca. Initially the theoretical ground is presented, associating reading and guessing game, translated as jogo de adivinhação. Hereafter, a possible metacognitive process is demonstrated considering a possible reader. Thereupon, the results of a research realized with Languages’ Course students are presented, examining their guessing paths on the reading of the same short story. In the fi nal comments, refl ections on the possibilities of this Psycholinguistics/ Literature interface and its application on teaching are made

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This article will show that research on competence-oriented assessment does not meet the criteria of analytic research but is to be considered as systemic. Indeed, competence-oriented assessment is complex and marks a turning point in epistemology in the field of language learning and teaching. It thus upsets the traditional representations based on knowledge assessment. As a result, after presenting the fundamental concepts of competence-oriented assessment and its impact on language learning and teaching, we’ll explain why words are useless to make representations change. Teachers won’t apply a theoretical framework which does not fit in with their representation. This is why it seems difficult to envisage any research on competenceoriented assessment without reflecting on how teachers can adapt to a new paradigm.

Global legal systems can be divided into those that are essentially adversarial in nature and those that are essentially inquisitorial. In recent decades, many countries that traditionally used inquisitorial processes have adopted more adversarial models of evidence presentation in trials, giving lawyers a more prominent role and judges a less prominent one. As a result, control over the creation of legal narratives in trials has passed from judges to the litigants, through their proxies, the lawyers. Adversarial trial evidence is developed primarily from oral question-and-answer sequences between the lawyers and witnesses, whereas in inquisitorial trials, judges construct legal trial narratives mainly through written witness statements. The linguistic characteristics of adversarial evidence presentation have implications for public perception of procedural justice and the legitimacy of law. Social psychology studies predict that the procedural justice consequences of this change in trial practice will be positive in some aspects, but potentially negative in others.

Protagonista da Capital Europeia da Cultura 2012, o Centro Histórico de Guimarães, Património Cultural da Humanidade, é palco de uma multiplicidade de sociabilidades, modos de apropriação e interação dos atores que nele residem, trabalham e o frequentam. Quem são os atores sociais do centro histórico e o que os caracteriza? Como representam e se relacionam com este lugar? Que potencialidades e desafios se lhe colocam e que caminhos de intervenção futura poderão ser traçados? Uma incursão exploratória neste espaço público ilustra a construção social da realidade quotidiana que o olhar sociológico das deambulações no terreno procurou descortinar.