Percorrer por autor "Mouraz, Ana"

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    Beyond Mirrors: research pathways (CeiED 2013-2017)
    (Edições Universitárias Lusófonas, 2018) Costa, Carlos Smaniotto; Bovelet, Jan; Dolata, Kai; Menezes, Marluci; Moutinho, Mário Caneva; Primo, Judite Santos; Rechena, Aida; Brás, José Gregório Viegas; Gonçalves, Maria Neves L.; Robert, André; Martins, Ernesto Candeias; Teodoro, António; Carita, Ana; Cau, Moisés Manuel; Mofate, Óscar; Duarte, Rosa Serradas; Figueira, Eduardo Álvaro do Carmo; Jesus, Teresa de; Martins, Jorge; Vale, Ana; Mouraz, Ana; Martins, Alcina Manuela de Oliveira; Coimbra, Nazaré Trigo; Cavadas, Bento; Correia, Ana Maria; Fernandes, Clara; Maia, João Sampaio; Alves, Carla Dimitre Dias; Faculdade de Ciências Sociais, Educação e Administração
    Every book has a story. This collective work has its own, as is only to be expected. It was born out of the criticism levelled by Carlos Alberto Torres, who, as member of the External Monitoring and Advisory Committee of the Centre for Interdisciplinary Studies on Education and Development (CeiED), called our attention to the limited knowledge each of us has on the work, scientific concerns, theoretical frameworks used by everyone else in the unit. Accepting this critical observation, it was then decided, along with other options, to edit two collections of a selection of papers, both in Portuguese and English, published by the CeiED researchers in the period between 2013 and 2017. The present volume represents the collection of papers originally published in English.
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    Os debates como estratégia de trabalho curricular participado dos estudantes no ensino superior - cumprindo o desígnio da coesão social e da inclusão : In J. Tavares, M. I. Cunha, A. S. Neto & I. Fortunato (Org.). Docência no ensino superior: experiências no Brasil, Portugal e Espanha
    (Edições Hipótese, 2019) Vale, Ana; Mouraz, Ana; Faculdade de Direito e Ciência Política
    Os debates são um exemplo de estratégia pedagógica que implica uma maior participação dos estudantes, porque supõe que estes são elementos ativos e críticos na aquisição do saber que a Universidade lhes propõe. Produzir saber sobre as formas de melhor implementar e assegurar a qualidade científica dos debates, pensados como estratégia pedagógica, no quadro da finalidade social e democrática do Ensino Superior, é o propósito deste capítulo.
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    Portuguese All-Day Schooling: improving social and educational policies : Beyond Mirrors: Research Pathways (CeiED 2013-2017)
    (Edições Universitárias Lusófonas, 2018) Martins, Jorge; Vale, Ana; Mouraz, Ana; FL - Faculty of Law
    In the last decade, acknowledging the need to guarantee the guard of all chil dren, as well as to ensure equal opportunities for academic success to the child ren and adolescents from socio-economic disadvantaged backgrounds, several European countries have implemented policies and programmes which led to the introduction of ‘all-day schooling’, i.e., to the expansion of school time. Amongst these countries were Germany (Reh, Rabenstein & Fritzche, 2011; Pfeifer & Holtappels, 2008; den Besten, 2010; Schnniter & Häselhorff, n.d.) and Portugal. This study aimed to evaluate the scope of the political measures associated with all-day schooling as it was implemented in Portugal by the AEC programme and put into practice in 2009/2010. The two fundamental dimensions of its means of operating were identified: the political and the curricular. The study focuses on two cases of different local decision.