Revista Lusofona de Educacao最新文献_第10页

Digital inclusion programs: the case of the Basque Country 数字包容计划:巴斯克地区的案例

Revista Lusofona de Educacao Pub Date : 2019-12-22 DOI: 10.24140/issn.1645-7250.rle45.05

R. Palmeiro, María Visitación Pereda Herrero, L. Aires

{"title":"Digital inclusion programs: the case of the Basque Country","authors":"R. Palmeiro, María Visitación Pereda Herrero, L. Aires","doi":"10.24140/issn.1645-7250.rle45.05","DOIUrl":"https://doi.org/10.24140/issn.1645-7250.rle45.05","url":null,"abstract":"The progressive development of the Digital Age has given rise to a growing number of concepts related to individuals’ experiences with their digital literacy, from the level of competence or lack thereof conceptualized in the digital divide, to the very concept of digital citizenship, essential today for participation in democratic societies. This article analyses the different interpretations made of these concepts with a view to clarifying their appropriate use according to the situations to be studied, understood as an intellectualized evolution of the realities and experiences lived by individuals and society. Since the beginning of the millennium, several national and regional digital inclusion projects began, encouraged by the European policies that aimed to alleviate the already existing digital gap. In this sense, the KZgunea program, the Basque government’s digital inclusion project is analyzed as a paradigmatic case of the evolution of government programs and policies in favour of an adequate level of digital literacy that allows individuals to fully participate in all fields of today’s increasingly digitized society. This report is part of a PhD thesis that analyzes digital literacy as an instrument of empowerment and social inclusion, to improve employability, and as a key to the construction of digital citizenship in the 21st century.","PeriodicalId":39972,"journal":{"name":"Revista Lusofona de Educacao","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69105897","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}

引用次数: 4

Ana Paiva talks with Conceição Costa

Revista Lusofona de Educacao Pub Date : 2019-12-01 DOI: 10.24140/issn.1645-7250.rle46.11

Ana Paiva, Conceição Costa

引用次数: 1

Interações educador-crianças no contexto de creches públicas e privadas 公立和私立日托背景下的教育工作者与儿童的互动

Revista Lusofona de Educacao Pub Date : 2019-12-01 DOI: 10.24140/issn.1645-7250.rle46.04

Ellis Regina Ferreira dos Santos, Déborah Dornellas Ramos, N. M. R. Salomão

引用次数: 0

‘Escapando de la clase tradicional’: the escape rooms methodology within the spanish as foreign language classroom “逃脱课堂”:西班牙语外语课堂中的逃脱课堂方法

Revista Lusofona de Educacao Pub Date : 2019-12-01 DOI: 10.24140/issn.1645-7250.rle46.08

M. Cruz

{"title":"‘Escapando de la clase tradicional’: the escape rooms methodology within the spanish as foreign language classroom","authors":"M. Cruz","doi":"10.24140/issn.1645-7250.rle46.08","DOIUrl":"https://doi.org/10.24140/issn.1645-7250.rle46.08","url":null,"abstract":"The escape games or the so-called escape rooms industry is booming nowadays. Due to the fact that this type of live-action team-based games (Nicholson, 2016) require a great deal of communication and critical thinking, it is quite easy to think of its application at education. This paper aims at discussing on how to use escape room concepts for educational purposes and, more specifically, in Spanish as Foreign Language (SFL) classroom. Moreover, it is also our aim to present a case study in which students were invited to both create and participate in an escape room. Therefore, we will be focusing on escape room design applied to the teaching of SFL setting, taking into consideration game narratives, puzzle types and rooms organisation aspects. By following an ethnographic methodological approach, a case study was undertaken in which the following data-collection tools were used: a) questionnaires to figure out students’ perceptions on escape rooms and on the influence of escape room methodologies onto the development of skills; b) field notes, pictures and videos collected during the application of the escape room activities.The main results show that students considered both escape rooms catered for the development of 21st century skills.","PeriodicalId":39972,"journal":{"name":"Revista Lusofona de Educacao","volume":"51 1","pages":"117-137"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83270711","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}

引用次数: 3

Introductory Note 介绍性的注意

Revista Lusofona de Educacao Pub Date : 2019-12-01 DOI: 10.24140/issn.1645-7250.rle46.06

C. Costa, F. Luz

引用次数: 0

Do silêncio como via longa. Contribuição para uma pedagogia do silêncio 只要需要，就保持沉默。对沉默教育学的贡献

Revista Lusofona de Educacao Pub Date : 2019-12-01 DOI: 10.24140/issn.1645-7250.rle46.02

A. F. Araújo

{"title":"Do silêncio como via longa. Contribuição para uma pedagogia do silêncio","authors":"A. F. Araújo","doi":"10.24140/issn.1645-7250.rle46.02","DOIUrl":"https://doi.org/10.24140/issn.1645-7250.rle46.02","url":null,"abstract":": We have dealt in this article with a theme relatively foreign to portuguese philosophical and educational tradition, although it has lately deserved some attention from religious and spiritual publications. Within this context, we have contended that the experience and practice of silence is one of the conditions for creative meditation in order to develop an initiatory and pedagogical knowledge according to a Bildung that makes each Master of himself. We have dedicated the first part of the paper to the theme of “silence as a long way” emphasizing the importance of seeking not only interior silence but also living in it towards the creative and respectful meditation of the Tradition. In the second part of the article we have dealt with the pedagogy of silence as a type of pedagogy that seeks to teach those who are interested in inner silence with the objective not only of being the crucible where a resonant thought will germinate, but also of the same silence, impelled by a kind of libido educandi , to transform ( Umbildung ) a devotee of the inner silence that, in turn, makes one better understand the word one thinks and says. It is a pedagogy of silence which, by contributing either to an initiation into silence or to the gestation of a Word, may be consonant with a sort of paideia of an interior silence that instigates the Fair Word .","PeriodicalId":39972,"journal":{"name":"Revista Lusofona de Educacao","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47496817","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}

引用次数: 0

Os currículos de formação inicial de professores: aproximações e distanciamentos em dois países europeus 初级教师教育课程:两个欧洲国家的异同

Revista Lusofona de Educacao Pub Date : 2019-12-01 DOI: 10.24140/issn.1645-7250.rle46.05

Filomena Rodrigues, Maria João Mogarro

引用次数: 1

Aspects for cultivating creative literacy through play: an analysis on primary literature review and preliminary laboratorial work 通过游戏培养创造性素养的几个方面:初步文献综述与初步实验工作分析

Revista Lusofona de Educacao Pub Date : 2019-12-01 DOI: 10.24140/issn.1645-7250.rle46.07

José Raimundo, Pedro Cardoso, Miguel Carvalhais, A. Coelho

引用次数: 0

Mapeamento da Formação Pedagógica de docentes universitários nas Universidades Públicas Portuguesas 葡萄牙公立大学大学教师教育培训地图

Revista Lusofona de Educacao Pub Date : 2019-09-01 DOI: 10.24140/issn.1645-7250.rle45.08

A. Xavier, Carlinda Leite

{"title":"Mapeamento da Formação Pedagógica de docentes universitários nas Universidades Públicas Portuguesas","authors":"A. Xavier, Carlinda Leite","doi":"10.24140/issn.1645-7250.rle45.08","DOIUrl":"https://doi.org/10.24140/issn.1645-7250.rle45.08","url":null,"abstract":": e recent transformations in higher education, associated with the Bologna Process, imposed a curricular reform that, among other aspects, points to a reconﬁguration of teaching pedagogical practices. e political discourse conveyed aﬃrms a rupture with the paradigm supported in the transmission of knowledge, to privilege the action of the students in the construction of their own learning. is scenario, which emerges from the Bologna Process, is the foundation for a study that answers the question: what attention is given by the Portuguese public universities, to the creation of spaces for the construction of teaching knowledge where teachers can develop skills to respond to the curricular challenges of the Bologna Process? e study collected data through the institution’s electronic pages, related to strategic and action plans, as well as the sectors responsible for teacher education, and their training agendas, from13 of the 14 Portuguese public universities. e content analysis of these data showed that, although with institutional structures that deal with this pedagogical dimension, the way they are allocated in the universities organization and competences, show a distinct level of commitment of their teacher’s education. ere are those that demonstrate being in the phase of the implementation of projects that may result in institutional formative spaces, but also those that do not yet deal with the issue of pedagogical training and teaching support.","PeriodicalId":39972,"journal":{"name":"Revista Lusofona de Educacao","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47741400","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}

引用次数: 2

A aprendizagem cooperativa e os mapas de conceitos na promoção do pensamento crítico e criativo: uma experiência no ensino superior 合作学习和概念图促进批判性和创造性思维:高等教育的经验

Revista Lusofona de Educacao Pub Date : 2019-09-01 DOI: 10.24140/issn.1645-7250.rle45.11

Helena Silva, J. Lopes, Caroline Dominguez

{"title":"A aprendizagem cooperativa e os mapas de conceitos na promoção do pensamento crítico e criativo: uma experiência no ensino superior","authors":"Helena Silva, J. Lopes, Caroline Dominguez","doi":"10.24140/issn.1645-7250.rle45.11","DOIUrl":"https://doi.org/10.24140/issn.1645-7250.rle45.11","url":null,"abstract":": is article contributes to the reﬂection on the eﬀects of the use of cooperative learning and concept maps in the development of critical and creative thinking in university students. It presents a quasi-experimental study, with pre and post-test, with an experimental group (n=19) and a control group (n=22) with undergraduate students from the ﬁelds of Basic Education and Psychology. e experimental group was submitted to cooperative learning strategies and to the elaboration of concept maps from the reading of texts. In the control group, the teaching methodology used was the traditional lecture. e critical and creative skills of both groups were evaluated using the Critical and Creative inking Test (Lopes, Silva, & Morais, 2019). e results showed signiﬁcant improvements in critical and creative thinking skills in students in the experimental group compared to the control group (d = 1.66), suggesting that the use of cooperative learning and concept maps contributed positively to their development, especially at the level of explanation and synthesis skills.","PeriodicalId":39972,"journal":{"name":"Revista Lusofona de Educacao","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69106090","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}

引用次数: 4