CeiED - Artigos de Revistas Internacionais com Arbitragem Científica

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http://hdl.handle.net/10437/11412

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Percorrer CeiED - Artigos de Revistas Internacionais com Arbitragem Científica por autor "CeIED (FCT) - Centro de Estudos Interdisciplinares em Educação e Desenvolvimento"

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    Healing or fleeing?: Reflecting on international protection and health challenges from three refugee pathways
    (Pacini Editore, 2018) Ferreira, Ana Inês Aires Mesquita Vieira; CeIED (FCT) - Centro de Estudos Interdisciplinares em Educação e Desenvolvimento
    The situation of contemporary refugees can be reflected as paradigmatic of the international efforts and challenges to provide universal access to human rights, namely the right to health. Yet, refugees’ experiences might denote meanings of health services that do not correspond to places where health care is provided. After acknowledging the protection principles of international asylum systems, three critical events are considered, as narrated by refugees while reflecting on their pathways from Ethiopia to Italy, passing through Libya, both before and after the completion of the asylum request procedure. These events, contextualized in health services’ settings, allow us to reflect on: health services as safer spaces and least regulated than detention facilities, and health care as a relatively important issue in contexts where freedom and survival are threatened; and health services as spaces of restricted healthcare and assistance in situations of limited freedom, such as in the EU refugee context of limited rights of mobility. This paper follows a human/health ecology approach, proposing a critical and intersected reading of protection and health issues, and suggests that efforts to recognize refugees’ right to health demands changes in the overall asylum system.
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    The OECD again: legitimization of a new vocationalism in the educational policies in Portugal (1979–1993)
    (Edições Universitárias Lusófonas, 2021-06-30) Teodoro, António; Lopo, Teresa Teixeira; CeIED (FCT) - Centro de Estudos Interdisciplinares em Educação e Desenvolvimento
    This paper presents an analysis of the examination of Portugal’s education policy conducted by the Organization for Economic Cooperation and Development (OECD) in 1987 as well as of its role in the legitimation of a new vocationalism. In particular, the focus is on the key recommendation put forward in the examiners’ report regarding the investment in the initial professional qualification of young people and its relation with the creation, in 1988, of a new administrative body within the Portuguese Ministry of Education tasked with coordinating the system of non-higher education in the area of technological, artistic and professional education, responsible for launching the professional schools in 1989, and also the technology courses at secondary-school level in 1993. The results of our analysis suggest that it was this examination by the OECD that effectively paved the way for the renascence of professional education in Portugal, but now rethought and redefined as a socially regulated, extended and grounded form of vocationalism.
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    Osteogénese imperfeita: o desafio de gerar e gerir facilitadores. Estudo de caso. : Imperfect osteogenesis : the challenge of generating and managing facilitators. Case study
    (Centro Universitário Moura Lacerda, 2017) Sanches, Isabel Rodrigues; Gil, Rita Isabel Lourenço; CeIED (FCT) - Centro de Estudos Interdisciplinares em Educação e Desenvolvimento
    Este artigo é resultante de uma investigação realizada no âmbito do mestrado em Educação Especial, na Universidade Lusófona, Lisboa, Portugal. Tem como objeto de estudo a vivência de um indivíduo de 22 anos, com Osteogénese Imperfeita, doença crónica rara, caraterizada por fraturas frequentes dos ossos, espontâneas, comprometendo a mobilidade e a autonomia. Pretendemos compreender como um sujeito com Osteogénese Imperfeita consegue gerar e gerir facilitadores para realizar o seu projeto de vida, em termos pessoais, académicos e profissionais. Optou-se pela investigação qualitativa, numa abordagem de estudo de caso. Para a recolha de dados seleccionaram-se a pesquisa documental, a entrevista semidiretiva ao próprio, a familiares e amigos e a observação dos contextos em que se move. Partindo da revisão teórica e dos objetivos do estudo, a análise de conteúdo da informação recolhida fez emergir as categorias definidoras do seu percurso pessoal e socioeducativo. Identificaram-se estratégias e suportes que o ajudaram no seu percurso académico e a enfrentar a doença. A sua capacidade de resiliência, os suportes dos amigos e da família, através de estratégias de coping, e a ajuda de técnicos especializados possibilitaram-lhe uma performance equilibrada, com superação das dificuldades sentidas nas acessibilidades, no decorrer da sua vida escolar, social e familiar. O cruzamento dos dados permite afirmar que a Osteogénese Imperfeita lhe afeta a autonomia, porém não o impede de se integrar, na comunidade e na vida ativa. Com recurso às tecnologias de apoio, realiza projetos na área profissional e gere um negócio de turismo rural. Pode concluir-se que a Osteogénese Imperfeita, sendo uma doença incapacitante, não impossibilita o acesso a uma vida quase “normal”, desde que os contextos sejam facilitadores. A funcionalidade depende muito mais da interação que indivíduo e contextos conseguem desenvolver entre si do que da própria doença.
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    The political decision on Portugal’s entry into PISA : a research note
    (Edições Universitárias Lusófonas, 2020) Lopo, Teresa Teixeira; CeIED (FCT) - Centro de Estudos Interdisciplinares em Educação e Desenvolvimento
    In this article we carry out a preliminary reconstitution of the genealogy of the political decision to integrate Portugal in PISA (Programme for International Student Assessment), promoted by the Organisation for Economic Co-operation and Development, made in 1999 and implemented in 2000. For this we used a comprehensive analysis of newspaper articles, legal texts and documents on education policy as well as of interviews with relevant political actors. The first results of this analysis suggest that the decision, which was not unanimous among the government members with responsibilities in the education field, was taken by normative emulation, and aimed to consolidate a particular direction of the national education policy.
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    Teaching and learning research methodologies in Education: a systematic literature review
    (Multidisciplinary Digital Publishing Institute (MDPI), 2023-02-07) Matos, João Filipe; Piedade, João; Freitas, André; Pedro, Neuza; Dorotea, Nuno; Pedro, Ana; Galego, Carla; CeIED (FCT) - Centro de Estudos Interdisciplinares em Educação e Desenvolvimento
    This study aims to contribute to understanding of the state of the art regarding the pedagogical cultures associated with teaching and learning research methods in advanced studies education through the identification of trends and pitfalls. The rationale behind this objective is the recognition that most of the research in education comes from academic programmes, in particular master’s and doctoral programmes, which generally include research methods as components. A systematic literature review was adopted as the research methodology, following the PRISMA model. Three stages of article selection were implemented, resulting in the selection of 68 studies out of an initial set of 3631 articles found in the main journal databases. Three specific dimensions were addressed: (i) methodological knowledge, (ii) research competencies, and (iii) pedagogical practices in teaching research methods in education programmes. The results illustrate the complexity of the subject. Learners are constantly reported to hold negative attitudes towards research methods courses, apparently due to instructors’ pedagogical difficulties, which translate into restricted understandings of methodological knowledge. Several misunderstandings between learners and teachers are identified which call for action towards the construction of a research-based scientific culture that will lead to inclusive pedagogical practices in which teachers and learners act as researchers. Keywords: research methodologies in education; teaching research methods in education; learning research methods in education; systematic literature review; learning-centred course designs; pedagogical culture; scientific culture
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    Teaching research methods courses in education: towards a research-based culture
    (Multidisciplinary Digital Publishing Institute (MDPI), 2023-06-08) Matos, João Filipe; Freitas, André; Estrela, Elsa Maria Bacala; Galego, Carla; Piedade, João; CeIED (FCT) - Centro de Estudos Interdisciplinares em Educação e Desenvolvimento
    This paper aims to identify and discuss what constitutes a research-based pedagogical culture in teaching research methods courses in master’s and doctoral programs in education. The discussion draws on empirical results of a set of five focus group interviews with teachers responsible for teaching research methods courses in educational programs in higher education institutions in Portugal. Data are analyzed and interpreted within a situated learning framework that acknowledges the relevance of creating social learning spaces which accommodate the variety of students. The article closes with a characterization of what could be a research-based pedagogical culture in teaching research methods in advanced studies in education in the near future. Keywords: research methodologies in education; teaching research methods; student-centered learning approach; pedagogical culture of research methods
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    Why did Portugal enter PISA? Divergent political views, the national agenda and the OECD push
    (Edições Universitárias Lusófonas, 2024-01-12) Lopo, Teresa Teixeira; Teodoro, António; Borges, Leonor; CeIED (FCT) - Centro de Estudos Interdisciplinares em Educação e Desenvolvimento
    The purpose of this article is to reexamine the decision-making process on Portugal’s entry into PISA (Programme for International Student Assessment). The analysis indicates that the decision, which was not unanimous among the government members with responsibilities in the education field, was made in a context of normative emulation, with the goal of strengthening a specific direction of the national educational agenda | O objetivo deste artigo é reexaminar o processo de decisão sobre a entrada de Portugal no PISA (Programme for International Student Assessment). A análise indica que a decisão, que não foi unânime entre os membros do governo com responsabilidades na área da educação, foi tomada num contexto de emulação normativa, com o objetivo de reforçar uma orientação específica da agenda educativa nacional.