Archives
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Thematic issue COMMUNITY INTERVENTION
Vol. 32 No. 2 (2023)Community intervention, as an action aimed at a planned social change, as a result of the needs identified or felt by a local population and faced with their participation, has made significant advances in recent years, not only in terms of its foundational theories, philosophies of action or recommended intervention models, but also in terms of the methodologies, strategies and/or techniques implemented.
The improvement of the living and living conditions of a given community configures a field of action and reflection of a transdisciplinary and multiprofessional nature that, while not being able to do without human and material resources and a certain network of partnerships, mobilizes the community itself as a protagonist in its process of emancipation and collective development. Rehearsing an interrogative route, the following questions are asked:
· What changes have occurred in recent years in the world that justify the emergence of new theoretical and practical approaches to community intervention? · What epistemological challenges do agents face in order to (continue) to articulate theory and practice in community intervention? · What (new) methodologies, methods and intervention strategies deserve to be highlighted in contemporary times? · How to articulate, in community intervention, the triad: community, participation and human development? This thematic is oriented towards themes of community intervention from a uni/inter/transdisciplinary perspective (anthropology, psychology, sociology, education/social work, among others), applied to the most diverse areas (school, social, cultural, economic, environmental, health, etc.), with a view to facing challenges of inclusion, cohesion and social justice; promoting gender equality, learning and employment opportunities; civic and political participation of the community. -
Childhood: Peace, sustainability and inclusion
Vol. 32 No. 1 (2023)The discussions on sustainable development, raised by the 17 Sustainable Development Goals (SDGs) of the UN 2030 Agenda, assume that the demands of the planet's environmental future are also associated with the need to overcome the social issues that affect the world's populations, such as the eradication of poverty, the reduction of inequalities and the promotion of Human Rights. In this context, public policies for the educational community are important axes.
In order to promote sharing, learning and multi-thematic (trans)formations on Early Childhood Education, interconnected with the goals for sustainable development, the II International Congress of OFEI was held, in which educators were invited to reflect, write and disseminate educational theories and practices associated with Culture and Peace Education. Sustainability (associated with economic, social and environmental factors) and Inclusion in Early Childhood Education.
Four structuring axes are shared:
1. Early Childhood Educators: professional development and knowledge of the profession;
2. Early Childhood Education: intertwining with different areas of knowledge;
3. Quality in Early Childhood Education: organizations, actors, spaces, times, contexts and interactions;
4. Early Childhood Education: human development, civic awareness and well-being.
Thematic Editors
Paula Pequito – Escola Superior de Educação de Paula Frassinetti
Ana Luísa Ferreira – Escola Superior de Educação de Paula Frassinetti
Ana Pinheiro – Escola Superior de Educação de Paula Frassinetti| CIPAF | INED | OFEI
Daniela Gonçalves – Escola Superior de Educação de Paula Frassinetti
Daniella Assemany – Universidade Federal do Rio de Janeiro | Grupo de Estudos e Pesquisas em Insubordinação Criativa
Elvira Sanchez – Asociación Mundial de Educadores Infantiles (AMEI-WAECE)
Maria Jesús Víton – Universidade Autónoma de Madrid -
100 years of Paulo Freire: practices, learning and research
Vol. 31 No. 2 (2022)The diversity of ideas and reflections in this thematic
issue of Saber & Educar Journal, under the theme
“100 years of Paulo Freire: practices, learning and
research”, is the merit of educators who, in their
different contexts and daily pedagogical practices,
developed, recorded and revealed to us the vitality
and essentiality of Freirean thought and its relevance
and connection with the challenges we face at this
moment in history. -
“New ways of thinking, acting and sharing science”
Vol. 31 No. 1 (2022)“New ways of thinking, acting and sharing science”
The teaching and learning of science in a formal context is important to obtain a scientific perspective of the world, essential for a full and responsible citizenship of current students, fostering civic awareness and avoiding fundamentalisms of various kinds.
Non-formal contexts also contribute to this appropriation of scientific literacy or public understanding of science. Several research institutions contribute to the dissemination of science among students at different levels of education, which does not relieve the teacher of his/her role as a trainer, to enable the student to have contact with the assumptions of science, to contribute to research in teaching and learning experimental sciences and the transposition of scientific knowledge to the school domain.
In Portugal, the Profile of Students Leaving Compulsory Schooling refers, as areas to be developed, to scientific knowledge and experimental activities that mobilize skills of understanding and critical thinking, creativity and collaboration, planning and decision-making capacity. The results of the PISA 2018 international study by the Organization for Cooperation and Development (OECD), although placing the average assessment of portuguese students in science below the 2015 results, reinforce the ability to recognize a correct explanation for a phenomenon and identify valid conclusions. The vision of experimental science teaching is broader than the simple carrying out of material handling activities or compliance with an experimental protocol, but we still have to bet on the scientific-pedagogical qualification of teachers and schools.
In other latitudes, such as in Latin America, for example, cooperation efforts have been developed in the training of science teachers or Science Clubs have been created with a view to improving their qualification and the consequent change in professional practices. Globally, the 2030 Agenda for Sustainable Development of the United Nations consists of 17 Goals and its operationalization will require scientifically enlightened student-citizens to end poverty, protect the planet and ensure that by 2030 all people enjoy peace and prosperity.
In this volume, we intend to bring together a series of articles that contribute to a broader view of science, recognizing the excellence of teachers, science disseminators and scientists. However, it is our duty to reach out to everyone, in order to get more enlightened students who support their decisions with the basis of scientifically and pedagogically well-trained teachers.
All interested parties are invited to submit their manuscripts to this issue 31 of Revista Saber & Educar, trying to open the way to new kinds of thinking, acting and sharing science.
Organization: Prof. Margarida Quinta e Costa, Escola Superior de Educação de Paula Frassinetti
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The Future of Childhood Today
Vol. 30 No. 1 (2021)Professional development is an unavoidable requirement and, therefore, it is necessary that this process is capable of generat the transformation of the practice of educators, as co-responsible for the operationalization of the educational project of each institution, as well as "co-authors" of the present of the future of Early Childhood Education. The (re)configuration or transformation of practices, in turn, requires the use of strategies that presuppose the effective and enriching development of theoretical-practical interaction processes that enhance reflection (about what is done, how it is done, because what are the results of what has been done, why these results and how to improve them). This new way of understanding teaching practice is based on an attitude of inquiry, supported by theoretical references for analysis, by the desire to know better and act better, and also by mastering the appropriate methodologies.
The current demands in the context of Early Childhood Education imply a search for answers to essential aspects that constitute challenges to the exercise of professionalism, namely, the involvement of different partners in educational dynamics, the diversity of institutional contexts in which the educational act takes place and the demands of its communicational and intentional nature.
The wide network of interactions for which the educator is responsible: interaction with children, families, other professionals, local and community authorities, requires a social and ethical commitment.
In this context, it is important to identify educational practices, projects, investigations that (re)equate the present of the future of Childhood Education, taking into account several questions: What conceptions and dilemmas in the training of Early Childhood Educators? What actors/partners for early childhood education? The future of early childhood education: what challenges? What practices encourage child participation and active citizenship? How to design and implement differentiating educational practices and environments? How to interpret early childhood: caring/educating/playing? How to implement pedagogical innovation and inclusive practices? And the locus of Early Childhood Education: what limits? And childhood development and learning: what dynamics?
With the motto of this necessary reflection, the Childhood Week was organized (May 24 to 28, 2021) aiming to: Put into perspective the future of Childhood Education from the current cultural and social contexts | Promote synergies between research and practice | Enable opportunities for pedagogical innovation. -
Revista Saber(e)Educar nº13(2008)
Vol. 13 (2008)Consultar Artigos Revista Saber(e)Educar nº13(2008)
Diálogos intra sintácticos: o discurso escrito-visual
El aprendizage basado en competencias en la formación musical de educadores de infantil
Escola : um trampolim para a resiliência onde a adversidade é a deficiência
Utopia do corpo perfeito e bioética
Projecto Rodentia : etologia aplicada na sala de aula do 1º Ciclo
Avaliar a leitura: a leitura na avaliação no 1º Ciclo do ensino básico
(Des)dramatizando a língua portuguesa no ensino básico
Brinca brincando, vai-se lendo a sério...
A aprendizagem estratégica e a geração playstation : o que está em jogo?
Função docente: natureza e construção do conhecimento profissional
Formação de professores para a educação bilingue de surdos
Alterações nos sons da fala : o domínio dos modelos fonéticos
NEE dos alunos disléxicos e/ou sobredotados
Expectativas e concretizações das ciências físicas e naturais
O valor do conhecimento gramatical no ensino-aprendizagem da língua
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Revista Saber(e)Educar nº12(2007)
Vol. 12 (2007)Artigos
A expressão plástica para a compreensão da cultura visual Oliveira, Mónica
Cultura, conhecimento e identidade - Universidade e contemporaneidade Sá-Chaves, Idália
Em busca da construção de uma escola reflexiva: relatando uma parceria entre universidade e escola Sadalla, Ana Maria Falcão; Prado, Guilherme do Val Toledo
Competências: moda ou inevitabilidade? Gouveia, João
A importância da educação na construção da cidadania Vasconcelos, Teresa
A Formação Prática e a Supervisão da Formação Neves, Maria Ivone
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Revista Saber(e)Educar nº11(2006)
Vol. 11 (2006)Perspectivas actuais sobre aprendizagem na infância
Mapear o estudar no ensino superior: abordagens dos alunos ao estudo numa E.S.E.
Oliveira, Conceição; Rosário, Pedro
Entrevista: pela Educação, com António Nóvoa
Pereira, Henrique Manuel; Silva, Cristina Vieira
A intercompreensão no ensino precoce de língua espanhola: um estudo de caso
Cruz, Maria Luísa; Cruz, Mário Rui
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Revista Saber(e)Educar nº10(2005)
Vol. 10 (2005)Evocando a passagem de Paula Frassinetti pelo Porto Girão, Maximina
Por uma definição do professor de ensino precoce de línguas em Portugal: um estudo de caso Cruz, Mário Rui; Miranda, Sílvia
Paradigmas da inclusão no contexto mundial Serra, Helena
Inclusão e mercado de trabalho: papel da escola na transição para a vida adulta de alunos com NEE Afonso, Carlos
Desenvolvimento humano e desenvolvimento sustentável: o papel da escola no século XXI Silveira, Laureano
Das dificuldades (dos) menores aos problemas (dos) maiores: elementos de análise das representações sociais sobre as crianças em risco Martins, Paula Cristina
A aquisição de uma Língua Segunda: muitas questões e algumas respostas Silva, Maria Cristina Vieira