Percorrer por autor "Santos, Marta"
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- A atividade dos formadores no reconhecimento e validação de adquiridos: a evolução de um instrumento a partir da atividadePublication . Fernandes, Joana; Santos, MartaProcurou-se através desta pesquisa aumentar o conhecimento acerca da atividade dos formadores numa tipologia formativa particular, o Reconhecimento e a Validação de Adquiridos. O referencial de competências-chave emergiu enquanto principal instrumento da atividade destes formadores, mediando a sua ação em relação ao objeto, o reconhecimento e a validação dos saberes previamente adquiridos pelos formandos. Através da análise da atividade e de entrevistas coletivas a formadores, procurou-se conhecer, a natureza dos instrumentos mobilizados na atividade e o seu processo de atualização no uso. A análise dos dados demonstrou que os instrumentos evoluem através da atividade, traduzindo-se na sua contínua reconceção, através das géneses instrumentais. Compreendeu-se, ainda, que a larga margem de manobra concedida a estes formadores para fazerem evoluir os instrumentos é, em simultâneo, fonte de satisfação, pelo espaço que confere à inventividade do formador, mas também causa de desconforto, pela ausência de validação dessa evolução pelo coletivo de trabalho.
- I learn, you recognize, they certify: recognition and validation of prior learningPublication . Fernandes, Joana; Santos, MartaThe recognition and validation of prior learning is an emergent training practice. In Portugal, since 2001, it has been possible to obtain an academic certification by valuing the formal, non-formal and informal learning. Since 2006 it has also been possible to achieve professional certification. The current study was conducted with adults and trainers who were involved in the recognition, validation and certification of competences. This research study, using qualitative research methods, analysed the way how these processes are developed and organised. This analysis was specially focused on three aspects: (i) the exploration of the concept of competence; (ii) the use of one’s life story as a methodological support; and (iii) the interplay between adult life experiences and the scientific concepts portrayed in the referential. The findings suggested that work analysis was not used to conceive methods, aiming at the recognition of competences.
- Identidade profissional docente: exames nacionais e (im)possibilidadesPublication . Santos, Marta; Cabral, IlídiaO impacto dos exames nacionais na prática letiva do professor e na qualidade das aprendizagens dos alunos é um assunto que continua a merecer reflexão e preocupação por parte dos agentes educativos. A plena convivência entre uma aprendizagem de qualidade e os resultados da avaliação externa continua a ser questionável e alvo de alguns constrangimentos. Esta situação agudiza-se com a atual necessidade de ir ao encontro dos novos documentos estruturantes, nomeadamente os documentos que dizem respeito ao Perfil do Aluno e às Aprendizagens Essenciais. Existem inúmeras variantes que condicionam o processo de ensino e aprendizagem e que, muitas vezes, acabam por influenciar a prática docente. Neste sentido, o presente estudo de investigação pretende compreender melhor a influência da avaliação externa na identidade profissional docente, não só no modo como o profissional de ensino orienta as suas metodologias, mas também nas suas crenças e identidades pedagógicas. O estudo intenta, partindo do material empírico recolhido, promover uma reflexão aprofundada sobre a – aparente – dicotomia entre a identidade profissional docente, refletida maioritariamente nas práticas pedagógicas, e o modelo de avaliação externa do nosso sistema escolar. Foi dada voz a docentes que vivem esta realidade – através de inquérito por entrevista – esclarecendo, numa realidade e contexto escolar específicos, se o elemento O impacto dos exames nacionais na prática letiva do professor e na qualidade das aprendizagens dos alunos é um assunto que continua a merecer reflexão e preocupação por parte dos agentes educativos. A plena convivência entre uma aprendizagem de qualidade e os resultados da avaliação externa continua a ser questionável e alvo de alguns constrangimentos. Esta situação agudiza-se com a atual necessidade de ir ao encontro dos novos documentos estruturantes, nomeadamente os documentos que dizem respeito ao Perfil do Aluno e às Aprendizagens Essenciais. Existem inúmeras variantes que condicionam o processo de ensino e aprendizagem e que, muitas vezes, acabam por influenciar a prática docente. Neste sentido, o presente estudo de investigação pretende compreender melhor a influência da avaliação externa na identidade profissional docente, não só no modo como o profissional de ensino orienta as suas metodologias, mas também nas suas crenças e identidades pedagógicas. O estudo intenta, partindo do material empírico recolhido, promover uma reflexão aprofundada sobre a – aparente – dicotomia entre a identidade profissional docente, refletida maioritariamente nas práticas pedagógicas, e o modelo de avaliação externa do nosso sistema escolar. Foi dada voz a docentes que vivem esta realidade – através de inquérito por entrevista – esclarecendo, numa realidade e contexto escolar específicos, se o elemento “avaliação externa” exerce uma pressão efetiva no modo de ensinar do professor, isto é, se é possível encontrar evidências empíricas deste fator na sua identidade profissional, nomeadamente se esta se encontra efetivamente limitada por este modelo de certificação de aprendizagens. Os resultados mostram que os exames nacionais influenciam, de modo acentuado, a prática letiva docente e afastam os professores daquilo que percecionam ser a sua identidade profissional, denotando, entrelinhas, alguns equívocos a respeito da perceção que alguns professores detêm do seu papel e do seu lugar enquanto agentes educativos.
- Impulsive buying behavior : the influence of watching short videos online and the perception of products displayed in themPublication . Santos, Marta; Fernandes, DanielThis is a time where most of the online content is focused on being direct, short and fast, existing a tremendous rise of short videos online as a form of communication, being present in most social media platforms such as TikTok, and via Instagram Reels and YouTube Shorts. Even though a lot of research has been made about impulsive buying behavior, the knowledge about the relationship between this type of behavior and the visioning ofshort videos online is reduced, as well as concerning the perception of products displayed in videos in the influence of this type of behavior. Therefore, a quantitative method of data collection was utilized through the formulation and distribution of a survey online, to study the existing relationship between this purchasing behavior and the consumption of short videos online. The results confirmed that an increase in time spent watching short videos lead to an increase in impulsive buying behavior. This rise is also verified when the products are perceived as reliable. Additionally, the level of interaction between the average time watching short videos online, the age and the household income, separately, was more noticeable in younger individuals and in the ones with higher values of household income.
- Instruments of trainers’ activity: the use of refentials in processes of recognition and validation of prior learningPublication . Fernandes, Joana; Santos, MartaIn Portugal, recognition and validation of prior learning has emerged as an important training practice. Since 2001, it has been possible to obtain an academic certification by valuing learning, regardless of its origin. The current study was conducted with trainers and adults who were involved in processes of recognition, validation and certification of competences (RVCC). This research study, using qualitative research methods, described and tried to develop the comprehension of the use of referentials as instruments of trainers’ activity. This analysis focused especially on three aspects: (i) the organization and development of RVCC processes; (ii) trainers’ role in these processes; and (iii) the use of a referential as an instrument of activity. The findings suggested that the referential used in these processes mediates trainers’ activity, functioning as competences identification guides. After an initial appropriation, trainers reconceptualize the referential by creating their own grids. There is clear variability in the use of this guiding document. Trainers revealed ambivalence towards the autonomy that they have in their work activity. Although they assess the opportunity to individually and freely create their work instruments in a positive way, they also lack a collective support and validation.
- L’activité des formateurs dans le cadre de la reconnaissance et la validation des acquis : l’évolution d’un instrument à partir de l’activitéPublication . Fernandes, Joana; Santos, MartaThis research aimed to increase knowledge of the activity of trainers in a specific type of training, namely the recognition and validation of prior learning. The framework of key competencies emerged as the main tool in the trainers’ activity and, further more, mediated their interaction with the object, which was the recognition and validation of knowledge previously acquired by the trainees. Work activity analysis and group interviews with the trainers were used to better understand the nature of the tools underlying the activity as well as their ongoing updating process. The data analyses revealed that the tools evolved along with the activity, meaning that they were continuously redesigned through a process of tool genesis. It was also observed that the considerable leeway that these trainers had to contribute to the tools’ evolution was a source of satisfaction, as each trainer was allowed room to invent but was, at the same time, a source of discomfort due to the lack of validation of the tool evolution by the work group.
- Police training course for agents - entry into the profession and also into the distinction between men and womenPublication . Castelhano, Joana; Lacomblez, Marianne; Santos, Marta; Valverde, CamiloAn exploratory study was conducted about the initial training of the Public Security Police with the aim to understand the role of this initial training in the distinction between the work of men and women in the police force. This study is part of a broader study about the entry of women into typically male professions. After documental analysis and interviews to students, trainers and school board members, it was concluded that women face greater difficulties in the access to the profession. Moreover, female qualities like the capacity to dialogue are devalued. Nevertheless, women represent an important work tool for the police force. The stigma of physical strength was also encountered and identified in the previous study conducted with elements of the police force. This fact leads us to believe that these stereotypes usually associated with women are defended by elements of the institution.
- Recognition and validation of competences: processes and practicesPublication . Fernandes, Joana; Santos, MartaThe recognition and validation of prior learning is an emergent training practice. In Portugal, since 2001, it has been possible to obtain na academic certification by valuing the formal, non-formal and informal learning. The current study was conducted with adults and trainers who were involved in the recognition, validation and certification of competences (RVCC). This research study, using qualitative research methods, analysed the way how these processes are developed and organised. This analysis was specially focused on three aspects: (i) the comprehension of how RVCC is developed; (ii) the role of learning in this process (iii) the exploration of the concept of competene. The findings suggested that validation was established through the resolution of standard activities created by the trainers.
- The entry of women in predominantly male professions: when training supports the search of alternative ways of organizing work timePublication . Nogueira, Sónia; Lacomblez, Marianne; Santos, Marta; Cunha, Liliana; Castelhano, JoanaFollowing a research carried out on the integration of women in professional areas predominantly for men, this paper intends to present and debate the project of a training course which aims the transformation of the organization of work schedules in order to improve the well-being of the workers involved. The conception of training courses with this type of objective involves the confrontation and debate between the “invested skills” of the trainers and the “constituted skills” of the trainees. But will this paradigm remain intact when applied to training courses permeated by the gender dimension? That is what one will try to realize with the effective implementation of a training course, whose reflection will allow, ultimately, to enrich our understanding on gender, work, health and training.
- Training trajectories and the development of the process of recognition and validation of acquired knowledgePublication . Fernandes, Joana; Santos, MartaThe recognition and validation of prior learning is an emergent training practice. In Portugal, since 2001, it has been possible to obtain an academic certification by valuing the formal, non-formal and informal learning. Since 2006 it has also been possible to achieve professional certification. The current study was conducted with adults and trainers who were involved in the recognition, validation and certification of competences. This research study, using qualitative research methods, analysed the way how these processes are developed and organised. This analysis was specially focused on three aspects: (i) the exploration of the concept of competence; (ii) the use of one’s life story as a methodological support; and (iii) the interplay between adult life experiences and the scientific concepts portrayed in the referential. The findings suggested that work analysis was not used to conceive methods, aiming at the recognition of competences.