CEDH - Documentos de Conferências / Conference Objects
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- Explaining turnover intention: the role of leadership in organizational contextsPublication . Sousa, B.; Gomes, A. R.; Morais, C.; Dias-Oliveira, E.; Araújo, P.; Simães, C.Introduction Leaders are important in organizational success because they influence workers’ attitudes and behaviors [1,2]. The Leadership Efficacy Model (LEM) is a recent theoretical proposal focusing on factors that increase leadership efficacy[3]. According to the LEM, three leadership factors can explain the efficacy of leadership. Methodology Participants: The study included 842 participants (451 females), employed and aged at least 18 years ( MAge = 42.2, SD = 11.0; Min = 18, Max = 67). Most participants worked in the private sector (91%) and organizations with more than 500 employees (55%). Measures: a) Leadership Cycles Congruence Index (LCCI) through the Leadership Cycles Questionnaire (LCQ; Gomes et al., 2022); b) Conclusions The results confirmed that congruence between the conceptual and practical cycles of leadership was associated with lower leadership cycles, leadership styles, and antecedent factors of leadership (Figure 1). This study explored the relationship between the congruence of leadership cycles and leadership efficacy (measured by turnover intention), analyzing whether leadership styles and antecedent factors of leadership moderate this relationship.
- Impacto das algas nas doenças cerebrais: estudos exploratóriosPublication . Cunha, Sara; Batista, PatríciaO ambiente marinho é conhecido pela enorme diversidade de organismos vivos, entre as quais as algas. As algas marinhas foram identificadas como um recurso vegetal subexplorado, embora tenham sido reconhecidas há muito tempo como fontes valiosas de compostos bioativos. Nos últimos anos, as atividades biológicas, o valor nutricional e os potenciais benefícios para a saúde das algas têm sido intensamente investigados. Atualmente, várias linhas de investigação exploram as atividades biológicas e os efeitos neuroprotetores destes recursos naturais, incluindo atividade antioxidante, anti-inflamatória, inibidora da colinesterase e inibição da morte neuronal, fundamentais na prevenção de doenças cerebrais. As algas são há muito reconhecidas pelas suas propriedades benéficas para a saúde, mas apenas recentemente o seu potencial neuroprotector tem sido extensivamente investigado. O desenvolvimento de novos produtos farmacêuticos, nutracêuticos e alimentos funcionais está a crescer, assim como, a necessidade de aumentar a investigação na área das neurociências para uma melhor compreensão dos mecanismos de actuação das algas no cérebro e nas patologias associadas. Esta revisão, centra-se na apresentação do impacto de alguns tipos de algas na prevenção de doenças cerebrais, permitindo o aumento da literacia em saúde e sensibilização para o desenvolvimento de investigação nesta área.
- Fostering participation in community development as a social-pedagogical approachPublication . Couto, Filipe; Baptista, IsabelIt is widely acknowledged that local participation is a crucial element for achieving human and sustainable development in community projects, grounded in the capacities of local actors and responsiveness to the needs of the territories where projects are implemented. At the same time, participatory activities enable socio-pedagogical interventions to provide unique opportunities for lifelong learning. Empirical evidence and literature highlight a growing conceptual and practical interest in understanding participation in community development projects, as demonstrated by several recent studies aiming to synthesize extensive indications regarding the impacts of participation. However, it is in the interest of socio-pedagogical intervention to understand the processes and dynamics that can achieve more meaningful and impactful participation, able to generate learning. In this article, we discuss how Social Pedagogy presents a duality of participation. On the one hand, the desirable civic participation with the democratic engagement of all local actors, and on the other hand, the opportunity to create meaningful pedagogical interventions, grounded in hospitality, mediation, and human relationships. Finally, we propose guidelines for socio-pedagogical interventions that prioritize participation by local actors. We emphasize the importance of understanding their motivations, needs and expectations, particularly in vulnerable groups. There is also emphasis placed on the need to promote moments of dialogue and discussion, ethically mediated, aimed to achieve responsible decisions and participations, and able to foster meaningful educational experiences.
- There is no artificial intelligencePublication . Moura, MartinhoPhysicalism consists in the idea that there is a world out there; It turns out that it is not experiential. It is a material world, where matter is something that can be exhaustively described by numbers or quantities. It is a world without qualities such as sounds, colors, flavors. The world is purely quantitative and, because we are part of that world, we are also purely quantitative. Physicalism argues that the entire world of qualities is generated in a not very well specified way and by a brain inside our head. Descartes attributed the domain of qualities to the thinking substance or subjectivity, where qualities are not part of reality. I want to argue that things like computers are in consciousness, but they are not conscious because they are not intelligent and never will be. Computers do not have a private life because this only happens to those who have an intellect that is irreducible to the cosmos. Only an immaterial entity can see the immeasurable qualities of the world that are the essences of reality. Human intelligence does not only result from greater complexity, but from the fact that human beings have an intellectual soul that allows them to see reality. Only an immaterial entity can see the essences of reality, such as beauty, truth and moral values that exist in a natural law that we perceive. Computers cannot make poetry or music because they are not — like us, humans — between two realms: the realm of spacetime and the realm of eternity.
- Trauma sensitive schools: the roadmap of an experience of capacity building and certification in PortugalPublication . Negrão, Mariana; Veiga, Elisa; Rocha, JoséSchools are a front-line institution, present in the life of every children and youth, and therefore can display a critical role in the provision of trauma sensitive care. In fact, the epidemiology of developmental trauma, and the recognition of its consequences for learning and development, demands a greater accessibility to trauma sensitive care that can reduce the risk of re-vitimization and other negative effects, contributing to protect children’s rights. This poster shares the roadmap for a program of capacity building and certification on trauma sensitive schools being developed and implemented in Portugal. This program, based on a whole school approach - which summons for the participation of school leaders, teachers, assistant staff and psychologists - is aimed at: a. spreading basic knowledge on trauma and trauma sensitive care provision amongst school communities; b. support the distinct roles of school staff in understanding and acting with students considering the effects of adversity and trauma in their life trajectories; c. promote change in schools policies and practices, fostering further alignments with the principles of trauma sensitive care. To fulfill these goals, the program comprises a. basic training activities targeting the elementary knowledge of all school staff; b. advanced training activities in particular themes (eg. mourning, domestic violence, staff self-care) available to school staff; c. regular supervision of a workgroup of professionals responsible for the revision of policies and practices within each school, adjusting them to a trauma sensitive context. All these activities are based on a first assessment of schools regarding their preparation and implementation of trauma sensitive care that encompasses training, policies and practices (for screening, assessment and trauma focused intervention), supervision and infrastructures. This project, pioneer in Portugal, is currently ongoing in a municipality in Northern Portugal and it involves 36 schools from kindergarten to secondary. Challenges of the implementation relate to the involvement of teachers and other staff in an area not immediately perceived as their territory and competence (mental health vs. teaching and education) and also considering low motivation and involvement of an aged working class, currently with many struggles related to their professional role. Strengths relate to the change of perspective regarding the effects of adversity and trauma accomplished by school staff that attended training and to the mobilization of school community (professionals but also reaching parents) in analyzing, discussing, and creating change in a culturally silenced topic. The poster intends to share and encourage trauma sensitive care in schools in other regions with similar challenges.
- Projeto piloto de inovação pedagógica: as dinâmicas de uma inovação instituintePublication . Pinto, Paula Catarina Moreira da Silva; Alves, José MatiasA uniformidade e padronização dos processos organizacionais da gramática escolar vigente não se adequam à heterogeneidade emergente dos alunos e dos seus interesses, o que tem gerado desmotivação pela(s) aprendizagem(ens), insucesso educativo e abandono escolar. Assiste-se, a partir de 2016, em Portugal, a uma transformação acentuada na oportunidade que é dada às escolas na conceção de novos projetos e novas formas de trabalhar, numa lógica bottom-up, pretendendo com isso adequar o currículo aos alunos e elevar as oportunidades de sucesso educativo. Desejamos entender esses novos caminhos nas suas (in)coerências e (in)consistências, conhecendo os modos de gestão do currículo e as dimensões organizacionais mobilizadas, por uma das escolas que deliberou integrar o Projeto-Piloto de Inovação Pedagógica (PPIP), designada- mente, ao nível do currículo, organização de tempos e espaços, agrupamento de alunos/professores e recursos humanos e materiais. Esta comunicação faz parte de uma investigação mais ampla realizada ao nível de doutoramento em Ciências da Educação e, pretendemos, nesta circunstância, compreender as categorias organizacionais selecionadas pela escola, assim como as complexidades encontradas e estratégias utilizadas para as ultrapassar. Do ponto de vista metodológico, adotamos uma perspetiva qualiquanti e usamos como fonte de dados, entrevistas semiestruturadas aos membros da direção e coordenação [N=3], um questionário aos professores [N= 49] e análise de conteúdo de narrativas a investigadores [N=4] que visitaram o Agrupamento de Escolas A análise e tratamento de dados destas diversas fontes permite-nos concluir que existiu particular atenção numa gestão mais integrada do currículo, tendo por base as aprendizagens essenciais e o novo perfil do aluno no final da escolaridade obrigatória. Verifica-se uma gestão mais sensata dos tempos e espaços dedicados à aprendizagem, assente em práticas mais colaborativas e numa avaliação essencialmente formativa dos alunos. No entanto, a implementação do Projeto identifica alguns potenciais oponentes, como Encarregados de Educação e Professores, que não se reveem nesta inovação instituinte.
- Tecnologias de informação e comunicação na educação: representações e imagensPublication . Fiorentini, Cristiane de Oliveira; Silva, Ariane Franco Lopes daO estudo objetiva compreender o que os professores pensam sobre as Tecnologias de Informação e Comunicação na educação, e encontra apoio teórico-metodológico na teoria das representações sociais idealizada por Serge Moscovici (1978). Trata-se de um recorte de uma investigação maior que desenvolveu um instrumento diversificado com associação livre de palavras, questionários, questão metafórica e seleção de imagens com professores do ensino fundamental I e II e do ensino médio. A pesquisa foi online e ocorreu no início da pandemia causada pelo Covid-19. Esses professores participaram de um curso de formação continuada sobre as TICs na educação no âmbito de um programa de formação continuada da Secretaria de Educação. Nesse recorte, apresentamos os resultados coletados de 292 professores do ensino médio da Rede Estadual de Educação de Santa Catarina. Os resultados e análises apresentados nesse estudo referem-se à questão metafórica ‘Se as TICs fossem um objeto, que objeto seria? Por quê?’, e da seleção de imagens onde os professores deveriam selecionar o EMOJI que melhor representa o sentimento dos seus colegas professores em relação às TICs. As respostas à questão das metáforas e da seleção de imagens foram catalogadas, classificadas em categorias e analisadas segundo a análise de conteúdo (BARDIN, 1977). As justificativas apresentadas para as metáforas foram transcritas para um único documento e processadas pelo software Iramuteq (2000), conforme os estudos de Reinert (1983). Os resultados indicam que as RS sobre as TICs se objetivam em imagens e palavras que traduzem os materiais didáticos tradicionalmente utilizados em sala de aula e se ancoram nos conhecimentos culturalmente produziados e compartilhados sobre o ensinar e o aprender. Os resultados da pesquisa podem subsidiar programas e projetos de formação continuada de professores que promovam ressignificações dos modelos mais tradicionais de dar aula, de ensinar e de aprender.
- Tecnologias de informação e comunicação e suas representações: imagens e emoçõesPublication . Fiorentini, Cristiane de Oliveira; Silva, Ariane Franco Lopes da
- Formação docente e o estágio supervisionado: representações, desafios e possibilidadesPublication . Silva, Ariane Franco Lopes da; Ens, Romilda Teodora; Baptista, Isabel; Sandini, Sabrina Plá
- Trauma sensitive framework for organizations assessment: development and validity of a scalePublication . Rocha, José Carlos; Veiga, Elisa; Negrão, MarianaBackground. Trauma-sensitive approaches are usually based on general knowledge of the negative effects of traumatic stress, particularly in high risk contexts or where the impact is higher. However, we still need a robust and complete framework for organizational assessment.Objective. This presentation aims to present an instrument and framework for organizational trauma sensitive care assessment and promotion, with four transversal dimensions, adjustable to multiple contexts.Method. Based on a four dimensions model: training, policies and practices, physical environment and supervision, this team developed a scale firstly applied to residential care and schools. This approach provided a consolidated version composed of 42 Likert items adjusted to most contexts and adaptable to include extra items saturating context-specific topics. This scale was applied to 130 workers from the welfare system in Portugal.Results. Results for mean overall results are 136,3 (SD=30,0) internal consistency provides a Cronbach alpha of 0,96 for the whole scale, ranging from 0,87 to 0,97. The exploratory factor analysis has almost perfect fit with the expected structure, except for the training factor where some items saturated on policies and practices factor. The overall structure explains 58,7% of variance.Conclusions. There is good evidence of both reliability and validity of the scale. This scale will be useful for deep diagnosis of organizations’ needs and to evaluate effects of trauma-sensitive programs and for organizations' trauma sensitive care certification. Another advantage is its adaptability for several contexts like the ongoing efforts in refugees support organizations or health related hospital services.