Saber Educar最新文献

{"title":"Violência Conjugal: Crenças de Atuais e Futuros Profissionais, Implicados na sua Reposta e Prevenção – Direito, Saúde e Educação","authors":"P. Cabral, Francisco Javier Rodríguez-Díaz","doi":"10.17346/SE.VOL23.275","DOIUrl":"https://doi.org/10.17346/SE.VOL23.275","url":null,"abstract":"Data de Submissao: 3-10-2017 Data de Aceitacao: 12-12-2017 Com o presente estudo, apresenta-se uma investigacao, referente a problematica da violencia conjugal, cujo objectivo primordial foi caracterizar as crencas dos profissionais e futuros profissionais directamente implicados na sua resposta e prevencao. Com o intuito de identificar as crencas quanto a dimensao do fenomeno violencia conjugal e, a percepcao juridica face ao mesmo e quais as crencas e atitudes legitimadoras de violencia nas relacoes conjugais, desenvolveu-se um estudo quantitativo descritivo, aplicando a Escala de Crencas de Violencia Conjugal – ECVC (Machado, Matos & Goncalves, 2006). A soma total da escala mede o nivel de tolerância / adaptacao em relacao a violencia fisica e psicologica exercida no contexto das relacoes conjugais. A soma de cada factor permite compreender as crencas / atitudes especificas de este tipo de violencia. Neste contexto, outro objectivo, foi o de avaliar a fiabilidade da ECVC, mediante o teste de Kolmogorov-Sminov, constando, atraves dos resultados obtidos, que o modelo proposto originalmente, nao tem um bom ajuste aos dados. Observa-se e discute-se, ainda, a analise diferencial de genero. This study presents an investigation about the problem of marital violence, whose primary objective was to characterize the beliefs of professionals and future professionals directly involved in their response and prevention. In order to identify the beliefs about the dimension of the phenomenon of conjugal violence and the legal perception regarding it and the beliefs and legitimating attitudes of violence in marital relations, a descriptive quantitative study was developed, applying the Beliefs of Violence Scale Conjugal - ECVC (Machado, Matos & Goncalves, 2006). The total sum of the scale measures the level of tolerance / adaptation in relation to physical and psychological violence in the context of marital relationships. The sum of each factor allows to understand the specific beliefs / attitudes of this type of violence. In this context, another objective was to evaluate the reliability of the  ECVC, using the Kolmogorov-Sminov test, and the results obtained show that the model originally proposed does not have a good fit to the data. We also observe and discuss the gender differential analysis Key Words: Intimate partner violence; beliefs; gender; famile life","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":"1 1","pages":"152-167"},"PeriodicalIF":0.0,"publicationDate":"2017-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43246149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Aprendizagem Linguística e Processos Mnésicos:Contributos para a validação da Prova de Avaliação da Memória e Compreensão Verbal (PAMCV)","authors":"R. Lima, A. Lopes","doi":"10.17346/SE.VOL23.286","DOIUrl":"https://doi.org/10.17346/SE.VOL23.286","url":null,"abstract":"Data de submissao: 16/10/2017 Data de aceitacao: 18/12/2017 Criancas com dificuldades de linguagem oral apresentam, frequentemente, niveis mais baixos de desempenho em tarefas que envolvem memoria e compreensao verbal em comparacao com os seus pares. Este estudo pretende verificar possiveis relacoes entre estas duas variaveis dependentes (memoria e compreensao verbal) e os resultados de desempenho obtidos pelas criancas com e sem dificuldades de linguagem oral, sinalizadas pelos educadores/professores na Prova Avaliacao Memoria e Compreensao Verbal (PAMCV). Com base nos resultados obtidos pudemos verificar que, para as condicoes do nosso estudo, existem associacoes entre niveis mais baixo de desempenho, nas varias tarefas das subescalas do instrumento, nas criancas sinalizadas pelos educadores/professores com dificuldades de linguagem oral em relacao aos niveis de desempenho do grupo de controlo. Estes resultados permitem abrir caminho para o inicio do processo de validacao deste instrumento, o qual demonstra alguma sensibilidade para a identificacao das necessidades ao nivel da memoria e compreensao verbal, presentes na nossa amostra. Palavras-chave: Linguagem oral; Memoria verbal; Memoria fonologica; Compreensao verbal. Linguistic learning and mnesic processes:contributions for the Assessment of Memory and Verbal Comprehension Test validation(PAMCV) Children with speech and language impairments often show poor performance levels in tasks involving verbal memory and comprehension in comparison with their pairs. This study aims to ascertain relations between the performance results obtained in Assessment of Memory and Verbal Comprehension Test (in Portuguese: PAMCV) by children with or without speech and language difficulties identified by teachers and according to their age group and, also, contribute to their future validation.. The instrument of this study - Memory Assessment Test and Verbal Comprehension - PAMCV - was created, based on the clinical practice on difficulties of phonological analysis and verbal comprehension in children with oral and written language difficulties, by Professor Rosa Lima. The methodological approach, in order to answer the question of starting and the hypotheses previously established and also to contribute to the study of the psychometric characteristics of this test, chosen was the quantitative aproach. On the basis of the results obtained we could see that, for our study conditions, there are connections (associations) between lower performance levels on tasks of the subscales of the instrument used on children identified by teachers with oral language difficulties. These results allow us to initiate the validation process of this instrument, which demonstrates some sensitivity in identify the needs at the memory level and verbal understanding illustrated in our sample. Key-Words: Oral language; Verbal memory; Phonological memory; Verbal comprehension.","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":"1 1","pages":"100-111"},"PeriodicalIF":0.0,"publicationDate":"2017-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47109445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Construção de um território inclusivo na Região Centro de Portugal: do diagnóstico às estratégias de intervenção na educação especial Building an inclusive territory in the Central Region of Portugal:from diagnosis to intervention strategies in special","authors":"L. Paredes, Mafalda Frias, Luís Alcoforado, M. Pereira, A. M. Cordeiro","doi":"10.17346/SE.VOL23.294","DOIUrl":"https://doi.org/10.17346/SE.VOL23.294","url":null,"abstract":"Data de submissao: 1/11/2017 Data de aceitacao: 12/12/2017 Atendendo a importância que a educacao especial apresenta na construcao de um plano estrategico educativo de cariz municipal, este projeto assumiu-se como o ponto de partida para a concecao de um novo “edificio” de educacao inclusiva de caracteristicas locais. Como objetivos centrais do estudo destacam-se: o levantamento dos alunos com necessidades educativas especiais de um municipio da Regiao Centro de Portugal e a construcao de respostas educativas que fomentem a equidade e contribuam para o sucesso escolar dos alunos, bem como para a transicao para a vida ativa. Este trabalho foi operacionalizado atraves de um inquerito por questionario e da realizacao de um focus group . Teve como resultado a criacao de uma base de dados municipal dos alunos com NEE e do projeto “Escola Inclusiva”. Building an inclusive territory in the Central Region of Portugal: from diagnosis to intervention strategies in special Given the importance of special education when setting up a municipal-based strategic educational plan, this work is the starting point for defining a new inclusive education “plan”. The key goals of this study are: prepare a survey to identify the students with special education needs in a municipality of the Central Region of Portugal and provide educational responses that encourage equity and contribute to educational success and their transition to working life. Given the specificity of this work, we implemented a questionnaire survey and a focus group. We were thus able to create a municipal database of all students with special education needs and the “Inclusive School” project. Keywords: special education, inclusive school, educational success, transition to working life, strategic planning","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":"1 1","pages":"36-47"},"PeriodicalIF":0.0,"publicationDate":"2017-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41845981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Atitudes dos pais em relação à inclusão: Contributos de um estudo quantitativo Parental attitudes toward inclusion: Contributions of a quantitative study","authors":"Paulo C. Dias, Ana Rita Leal, P. Flores, J. Diaz","doi":"10.17346/SE.VOL23.284","DOIUrl":"https://doi.org/10.17346/SE.VOL23.284","url":null,"abstract":"Data de submissao: 15/10/2017 Data de aceitacao: 12/12/2017 Especialmente desde a segunda metade do seculo XX os pais assumiram uma posicao determinante em movimentos civicos e politicos em defesa da inclusao, nem sempre acompanhados da suficiente investigacao O presente estudo visa compreender as atitudes de 177 pais, de criancas com e sem Necessidades Educativas Especiais. De acordo com os dados percebemos maioritariamente atitudes favoraveis em relacao a inclusao das criancas com NEE, embora muitos individuos se mostrem indecisos. Encontramos diferencas entre os pais com e sem filhos com NEE, especialmente entre as maes, e atitude menos favoravel entre pais sem filhos com NEE e com menos filhos. Os dados apresentam-nos pistas sobre o estado actual e oferecem-nos implicacoes para uma verdadeira mudanca ao nivel da escola. Parental attitudes toward inclusion: Contributions of a quantitative study Abstract: Especially since the second half of the twentieth century, parents assumed a decisive position in civic and political movements in defense of inclusion, not always accompanied by sufficient research. The present study aims to understand the attitudes of 177 parents of children with and without Special Educational Needs (SEN), using the General Inventory of Attitudes toward Inclusive Education (Barbosa, 2005) and a sociodemographic questionnaire. According to the data, we mostly perceive favorable attitudes regarding the inclusion of children with SEN, although many individuals are undecided. We found differences between parents with and without children with SEN, especially among mothers, and a less favorable attitude among parents without children with SEN and with fewer children. The data present us clues about the current state and give us implications for real change at the school level. Keywords: Attitudes; parents; inclusion; school; survey.","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":"1 1","pages":"112-121"},"PeriodicalIF":0.0,"publicationDate":"2017-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68120669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Os jogos de (e com) palavras como resposta educativa a crianças com dislexia: algumas propostas Word games (and games with words) as an educational response to children with dyslexia: some proposals","authors":"Catarina Mangas","doi":"10.17346/SE.VOL23.297","DOIUrl":"https://doi.org/10.17346/SE.VOL23.297","url":null,"abstract":"A dislexia e uma Perturbacao de Aprendizagem Especifica que afeta um numero significativo de criancas, sendo possivel a sua identificacao nos primeiros anos de escolaridade. Essa identificacao deve induzir a uma intervencao precoce e especializada que seja direcionada para as dificuldades das criancas e que, por outro lado, as motivem para a aprendizagem, atraves de metodologias diferenciadas. As atividades ludicas, nomeadamente os jogos de palavras, colocam as criancas com dislexia num papel ativo, ao refletirem sobre o lexico e as suas componentes, reforcando, atraves de estrategias metacognitivas, as conexoes entre os padroes ortograficos e fonologicos das palavras. O artigo pretende apresentar uma reflexao sobre as potencialidades destes jogos enquanto resposta educativa a criancas com dislexia, incluindo algumas propostas praticas que sao facilmente aplicaveis no âmbito preventivo e/ou reeducativo. Word games (and games with words) as an educational response to children with dyslexia: some proposals Abstract Dyslexia is a Specific Learning Disorder which affects a significant number of children and that can be identified in the early years of schooling. This identification should lead to early and specialized intervention that is focused on the children’s difficulties and, on the other hand, motivates them to learn, through differentiated methodologies. Play activities, such as word games, place children with dyslexia in an active role, by reflecting on the lexicon and its components, reinforcing, through metacognitive strategies, the connections between the spelling and phonological patterns of words. The article intends to present a reflection on the potential of these games as an educational response to children with dyslexia, including some practical proposals that are easily applicable in the preventive and/or re-educational scope. Keywords: dyslexia; intervention; ludic; word games","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":"1 1","pages":"48-57"},"PeriodicalIF":0.0,"publicationDate":"2017-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44095686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Estratégias de aprendizagem na inclusão de alunos com deficiência visual no desenvolvimento cognitivo da matemática Learning strategies in the inclusion of students with visual impairment in the cognitive development of mathematics","authors":"C. H. Barroqueiro, Márcia E. S. Barroqueiro, R. A. Dias","doi":"10.17346/se.vol23.295","DOIUrl":"https://doi.org/10.17346/se.vol23.295","url":null,"abstract":"Resumo: Os alunos tem grandes dificuldades em aprender a Matematica em todos os niveis. Fica muito claro ao se observar os resultados alcancados no Programme for International Student Assessment (66o Brasil e 29o Portugal em 70 paises); avalia estudantes de 15 anos. Os alunos com Deficiencia Visual apresentam tambem impedimentos na resolucao e formulacao de problemas matematicos, como os alunos “regulares”, alem de existir complexidade por terem as aulas expositivas. O objetivo dessa pesquisa e desenvolver uma nova estrategia de aprendizagem com uso do tato para que os pesquisados possam formular problemas e resolve-los de forma criativa. Os alunos desta pesquisa encontram-se no 2o e 4o anos, incluindo estudantes com baixa visao. Os resultados iniciais foram satisfatorios e animadores, a ponto de se justificar o aprofundamento desta investigacao. Abstract: The students have great difficulty in learning mathematics at all levels. It is very clear when observing the results achieved in the Program for International Student Assessment (66o Brazil and 29o Portugal in 70 countries); evaluates 15-year-old students. The students with Visual Impairment also have difficulties in solving and formulating mathematical problems, such as \"regular\" students, in addition to being complex because they have visual classrooms. The aim of this research is to develop a new learning strategy with the use of touch has developed so that students can formulate problems and solve them in a creative way. The students of this research are in the 2nd and 4th years, including students with low vision. The initial results were satisfactory and encouraging, to the extent of justifying the further investigation. Keywords: Learning strategy. Student Visual Impairment. Mathematical Problem Posing and Solving. Mathematical Creativity. Mathematical Challenge.","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":"1 1","pages":"12-21"},"PeriodicalIF":0.0,"publicationDate":"2017-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41527921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Crianças Sobredotadas, Posição da familia e comunidade no plano educativo Gifted children development - Family and Community position","authors":"Z. C. Guenther","doi":"10.17346/SE.VOL23.296","DOIUrl":"https://doi.org/10.17346/SE.VOL23.296","url":null,"abstract":"Criancas sobredotadas mostram desempenho notavelmente superior em relacao ao grupo comparavel, como indicacao da maior capacidade de aprender. Sustentam esse processo: a Familia, onde a crianca nasce e e criada; a Escola, instituicao social encarregada de prover educacao; e a Comunidade, como o terreno onde forcas culturais e ideologicas atuam, influenciando a vida das pessoas; portanto, a comunidade oferece as bases de um programa para desenvolver o potencial de suas criancas e jovens sobredotados. Ressaltam na comunidade 1o. A influencia das instituicoes educacionais, mormente universidades, e 2o. A acao de pessoas ali reconhecidas e produtivas, sob a forma de voluntariado. O presente artigo discute maneiras como essas duas fontes podem ser recrutadas para atuar em um programa sistematizado de educacao para desenvolver estudantes sobredotados e talentosos. Gifted children show significantly higher performance than their peers, what is an indication of their increased capacity to learn. Support this process: the family, where the child is born and raised; the School, a social institution in charge of providing education; and the community, where cultural and ideological forces act to influence people's lives; Therefore, the community offers basis for a program to develop the potential of their gifted children. The major forces within the community are: 1st. educational institutions, especially universities; and 2nd. voluntary action of acknowledged and productive persons. The present article discusses how these two sources can be recruited to act in a systematic program of education for gifted and talented students. Gifted; talent development; community talent centers","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":"1 1","pages":"138-151"},"PeriodicalIF":0.0,"publicationDate":"2017-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46274655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sobre ombros de gigantes: uma visão contextualizada da ciência pelos alunos do Ensino Fundamental II On shoulders of giants: a contextualized view of science by elementary school students","authors":"Bertholdo Mauricio da Costa, Barbara Celestino Schwartz, M. Dumont","doi":"10.17346/SE.VOL23.283","DOIUrl":"https://doi.org/10.17346/SE.VOL23.283","url":null,"abstract":"Data de submissao: 15/10/2017 Data de aceitacao: 12/12/2017 Esse texto pretende descrever o processo que envolveu a pesquisa, as aulas de laboratorio e a montagem de uma feira de ciencias com alunos do Ensino Fundamental II em uma escola particular na regiao central da cidade de Sao Paulo-SP durante o ano de 2017. Alem de oficinas teatrais para que os alunos pudessem contextualizar os assuntos tratados, os professores utilizaram a metodologia de Resolucao de problemas. On shoulders of giants: a contextualized view of science by elementary school students This text intends to describe the process that involved the research, the laboratory classes and the assembly of a science fair with Elementary School students in a private school in the central region of the city of Sao Paulo during the year 2017. Students identified by specialists with disorders such as hyperactivity and attention deficit were successful in practical activities, as well as improvement in the learning of students with reading difficulties. Theatrical workshops were held so that the students could contextualize the subjects dealt with, the teachers used the methodology of Problem Solving. keywords: Education, Science Teaching, Problem Solving, School Laboratory, Pedagogy.","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":"1 1","pages":"90-99"},"PeriodicalIF":0.0,"publicationDate":"2017-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49255975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Profesionalización y ámbitos profesionales de la Educación Social: formación en género desde la universidad","authors":"Victoria Pérez-de-Guzman, Encarna Bas-Peña, J. Herrera","doi":"10.17346/SE.VOL22.267","DOIUrl":"https://doi.org/10.17346/SE.VOL22.267","url":null,"abstract":"Este trabajo realiza un breve recorrido por la Educacion Social en Espana, para mostrar que desde sus origenes, como titulacion universitaria, se establecen ambitos concretos de intervencion socioeducativa, de las personas que ejerceran esta nueva profesion social de caracter pedagogico. Destacamos la importancia de la universidad en la formacion de profesionales de la Educacion Social, para que puedan intervenir con seguridad conceptual y metodologica ante situaciones de desigualdad, discriminacion y violencia contra las mujeres, en todo el mundo, porque atentan contra los derechos humanos. Finalmente, indicamos algunas propuestas de contenidos para la formacion.","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":"1 1","pages":"34-43"},"PeriodicalIF":0.0,"publicationDate":"2017-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48157881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Desafios contemporâneos da Educação Social na América Latina e na Europa: diálogos entre prática e teoria / Contemporary challenges for Social Education in Latin America and in Europe: dialogues between practice and theory","authors":"J. L. Gonçalves, J. Rodrigues, Valéria Aroeira Garcia","doi":"10.17346/SE.VOL22.274","DOIUrl":"https://doi.org/10.17346/SE.VOL22.274","url":null,"abstract":"","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":"1 1","pages":"8-13"},"PeriodicalIF":0.0,"publicationDate":"2017-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45361579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}