IGOS - Documentos de Conferências / Conference Objects
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- Sharing managers: a service-learning experience at the Universidade Católica Portuguesa - ViseuPublication . Ribeiro, Célia; Passos, Clotilde; Correia, Maria José; Veiga, Pedro; Ribeiro, Paulo; Ferreira, António; Figueiredo, Vítor; Ribeiro, Luísa Mota; Themudo, CarmoIntroduction: A SL experience was developed in the curricular unit of Marketing, of the 3rd year of the Degree in Management (UCP – Viseu), having as a partner, the Pastoral of Higher Education of Viseu (PHEV), that includes all the institutions of higher education of this City. Objectives: Prepare the students for critical analysis, planning and decision-making in the field of communication in Marketing; to importance of "communication" for the dissemination and creation of value of a brand or organization; to develop personal, professional, social and organizational skills through contact with organizational leaders; develop human, social and professional principles and values; promote social responsibility, sharing and sustainability for the common good; to understand the needs of a social organization in a real context. Methodology: Included 11 students, 2 professors and 3 PHEV representatives. 30 hours used to plan and develop activities. The final evaluation was carried out through the application of a questionnaire survey to students, teachers, and representatives of the partner entity. Results: Construction of the logo, mission, vision, values, objectives, SWOT analysis, preparation of a strategic communication plan (slogans, institutional video, advertising posters, newsletter, and social networks). The questionnaires demonstrate the importance of this methodology for the acquisition of knowledge and competencies related to the contents of the curricular unit, development of values such as social justice, equity, solidarity, empathy and social responsibility, the importance of teamwork and development of partnerships with the community, for the awareness of the needs of a social institution and consequent contribution to its improvement. Conclusions: The PHEV reinforced its identity, developed online and offline strategies of dissemination and approaching to students of higher education institutions in Viseu, as well as teachers and non-teachers.
- Leading service-learning in management education: a framework proposalPublication . Veiga, Pedro; Ribeiro, Célia; Passos, Clotilde; Correia, Maria José; Ribeiro, Paulo; Ferreira, António; Figueiredo, Vítor; Ribeiro, Luísa Mota; Themudo, CarmoThe adoption of Service-Learning in higher education institutions has emerged as one of the contemporary teaching and learning methodologies. In these contexts, cooperation processes implemented between universities and non-profit organizations turn out to be mutually beneficial. Despite the high volume of research on the adoption of Service-Learning, there is a scarcity of research on the role of Service-Learning in management courses. Thus, this study aims to conduct a systematic literature review to reflect on approaches to the implementation of Service-Learning in management courses. The process of systematic literature review consisted of protocol development, identification of inclusion and exclusion criteria for relevant publications, data extraction and synthesis. Data were collected from the Web of Science and Scopus databases. The search resulted in 89 articles, with publication dates between 1996 and 2022. Based on the findings of the systematic literature review, we developed a conceptual framework that relates to the existing research on Service-Learning in management courses. We evaluated the applicability of the conceptual model by analyzing the implementation of four projects with the Service-Learning methodology in subjects of the Degree in Management, taught at Universidade Católica Portuguesa – Viseu. The reserarch concludes with the definition of strategies for the implementation of Service-Learning in management education.
- Responsibility managers: a learning experience - service at the Universidade Católica Portuguesa - ViseuPublication . Passos, Clotilde; Ribeiro, Célia; Correia, Maria José; Ferreira, António; Veiga, Pedro Mota; Ribeiro, Paulo; Figueiredo, Vítor; Ribeiro, Luísa Mota; Themudo, Carmo
- The impact of psychological trauma in the absence of a PTSD diagnosis - a theoretical reflection from two forensic clinical casesPublication . Ribeiro, C.Experiences of high adversity can lead to a very deep and long-lasting psychological impact. Some events, due to their intensity, severity, extraordinarily negative character and, above all, if they put physical and/or psychological integrity at risk, have a very significant traumatic potential. The evaluation of the psychological impact of a given event is a procedure often requested from forensic psychologists, and it is essential to conduct this evaluation in a very rigorous manner, considering that the traumatic character of a given situation is multidetermined and subjective. The experience of traumatic experiences may lead to the development of a set of symptoms that significantly affect several areas: emotional and affective, cognitive, relational, school/work, reducing functionality and exceeding the person's adaptive resources. In response to traumatic situations, in some cases, a more specific set of symptoms develops, described as Post Traumatic Stress Disorder (PTSD), which is characterized, among other elements, by intrusive thoughts, nightmares, or flashbacks of a past traumatic event, avoidance of stimuli, people, situations, or activities that trigger memories associated with the traumatic event, a constant state of alertness, and sleep disturbances. However, it is possible for an event to have a highly significant traumatic effect, without all the symptoms associated with PTSD being present, and it is therefore fundamental to assess psychological trauma from a broader and deeper perspective, in order to be able to correctly and fairly value the damage suffered. The aim of this presentation is to reflect theoretically on the psychological assessment of the traumatic impact of an event when the diagnostic criteria for PTSD (defined in DSM V) are not met, but there is clinically significant symptomatology due to its intensity, duration, severity and ability to affect various areas of psychological functioning in a relevant way. This discussion will be conducted from two forensic cases: a survivor of a serious assault in traffic and a survivor of an attempted murder (in both cases the father of each of the examinees were fatal victims of these same events, that is, in either case the examinees witnessed the assault on their parents). In both cases the presence of a very deep psychological trauma picture was diagnosed, with very significantly negative psychological impact, namely the presence of debilitating anxious and depressive symptomatology, but without the presence of all the symptoms attributed to PSPT. We discuss the implications of these data for forensic assessment and correct valuation of situations related to psychological trauma and their implications for victim reparation.
- Porquê, para quê, como, um projeto educacional/pedagógico para as crianças em idade pré-escolar?Publication . Figueira, Ana Paula Couceiro; Ribeiro, Célia; Campos, SofíaThe present article intends to realize the design, educational / pedagogical, focusing on the need to equate its foundations or ideologies, its purposes and its objectives, as well as all other instrumental components. Roughly, it attempts to operationalize and exemplify its great questions: what, why, for what and how. And while an example is proposed as a kindergarten, the suggested architecture is amenable to extension to others, or to all, contexts and educational situations.
- Programa de educação sócio emocional os Mochinhos da SabedoriaPublication . Costa, Sandra; Campos, Sofia; Ribeiro, Célia; Couceiro, PaulaThe ability to identify, express, develop, maintain and regulate emotions as key competences can and should be learned and worked upon. Hence the need, even for the scarcity in the national territory, of the construction and validation of a program in this area. Therefore, it is intended to be used with 5th and 6th grade students to be able to identify six basic emotions. It will consist of three games: game of facial expressions, game of body postures and game of physical sensations. The sample will consist of groups of students from 5th and 6th grades. A field research will be carried out with two groups: the group subject to the application of the program which will receive training in 12 structured sessions and a control group also of 5th and 6th years. The control group will have a ratio of 1 to 2 and will obey the following pairing rules: same gender, age and grade level.
- Desenvolver a consciência metalinguística: 3 instrumentos possíveisPublication . Figueira, Ana Paula Couceiro; Ribeiro, Célia; Pinto, Maria Antonietta; Campos, SofiaWe intend to operationalize the construct metalinguistic awareness and present three tests (THAMs, tests of metalinguistic abilities), tests or resources that allow to analyze this competence. Given that we consider this capacity important and amenable to promotion from childhood, the proposal offers tools for three different age groups: for children, THAM-1, for adolescents, THAM- 2 and for adults, THAM-3. These resources are adaptations to the European Portuguese of MAT's, original in Italian version, of internationally recognized authors, with versions in several languages, worldwide disseminated, even by way of a project European, MATEL. At the national level, they are already in circulation, by the publication of a book, and there are several investigations.
- Consciência metalinguística e linguagem conotativa figurativa: uma ferramenta de apoioPublication . Figueira, Ana Paula Couceiro; Ribeiro, Célia; Campos, SofiaWe will report on a support tool for the promotion of metalinguistic awareness through figurative language. There is the conceptualization of metalinguistic consciousness and figurative language being presented various suggestions / proposals for the promotion of these constructs. Although these suggestions can be used in various contexts, with different types of people and at different ages, obviously the possibility of major elaborations is unlikely at least with young children. It is an attractive, well-grounded material, running through various aspects of figurative language such as concrete and abstract names, proverbs, choruses and connotative phrases, redundancies, tasks like knowing what to do in certain situations. They are tasks of literal answers with precipitants for metalinguistic analysis. In addition to the literal answers, the subject must make explicit his answer. The solutions and the appropriate quotations are also presented.
- O contributo do marketing relacional na satisfação e fidelização dos utilizadores de bibliotecas universitáriasPublication . Ribeiro, Célia; Figueiredo, Elisabeth; Passos, Clotilde; Campos, Sofia; Pereira, Paulo; Couceiro, Ana Paula
- Desenvolver a consciência metalinguística: 3 instrumentos possíveisPublication . Figueira, Ana Paula Couceiro; Ribeiro, Célia; Campos, Sofia; Pinto, Maria AntoniettaA consciência metalinguística é caracterizada por muitos autores como uma capacidade cognitiva de refletir e analisar intencionalmente os componentes estruturais da linguagem, sua natureza e funções. A evidência de correlações positivas entre a consciência metalinguística e as habilidades de leitura e escrita fez com que essa questão fosse objeto de numerosas investigações, dada sua relevância pedagógica e implicações educacionais. Nesta linha de pensamento, houve a necessidade de encontrar estratégias válidas para avaliação e intervenção. Pretendemos operacionalizar o constructo consciência metalinguística e apresentar três testes (Testes de Habilidades Metalinguísticas), testes ou recursos que permitam analisar essa competência. Dado que consideramos esta capacidade importante e passível de promoção desde a infância, a proposta oferece ferramentas para três grupos etários diferentes: para crianças, THAM1 (de 4-6 anos jardim para a transição de crianças para a escola o 1º ciclo da educação básica) para adolescentes, THAM-2 (para crianças dos 9 aos 13 anos de idade 1 transição para o 3º ciclo) e para adultos, THAM-3 (para adolescentes e adultos, na transição do ensino secundário para o superior). Esses recursos são adaptações para o português europeu do MAT (Teste de Habilidade Metalinguística), original na versão italiana, de autores internacionalmente reconhecidos, com versões em várias línguas, disseminadas em todo o mundo, inclusive por meio de um projeto europeu, o MATEL. Ao nível nacional, eles já estão em circulação, pela publicação de um livro, e há várias investigações.