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The digitalization of societies, accelerated by the COVID-19 pandemic, is an unstoppable process. This paper seeks to answer the question: what post-COVID-19 digital competences are needed for a sustainable society? It also aims to analyze the digitalization processes in education for shaping a sustainable digital society. A bibliographic search was performed on some of the most relevant international databases of scientific literature and the selected documents were analyzed through a content analysis. It is concluded that digital education has experienced a strong increase, reinforced by COVID-19, shaping the digital presence in all dimensions of life. However, it is not sufficient to assume that the new generations are naturally engaged in and can master digital social sustainability. The results demonstrate the importance of literacy and the unavoidable promotion of sustainability in a digital society. However, this digitalization of the educational process poses several challenges: it requires both software and hardware conditions, as well as digital literacy as a result of a complex of literacies. It also implies that teachers and students change their standpoints and practices with the attainment of new teaching and learning competences in order to fight the digital divide and to foster the widest possible social inclusion for the promotion of sustainable society—digitainability.
Maria José Sá; Ana Isabel Santos; Sandro Serpa; Carlos Miguel Ferreira. Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society. Sustainability 2021, 13, 9564 .
AMA StyleMaria José Sá, Ana Isabel Santos, Sandro Serpa, Carlos Miguel Ferreira. Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society. Sustainability. 2021; 13 (17):9564.
Chicago/Turabian StyleMaria José Sá; Ana Isabel Santos; Sandro Serpa; Carlos Miguel Ferreira. 2021. "Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society." Sustainability 13, no. 17: 9564.
The academic editor has been, and still is, the gatekeeper of peer-reviewed scientific publications, by being whom, ultimately, defines whether or not a manuscript can be published. At a time of profound transformation in the context of scientific publication (digital publishing, open access, preprint, open peer review,...) and the expectations, inside and outside academia, towards academic publication, this perspective paper aims to add to the discussion of the (re)formulation of the academic editor’s role, considering that he or she, in this panoply of changes, continues, and will continue to be, the ultimate guardian of the scientific quality of what is published.
Sandro Serpa; Maria José Sá; Ana Isabel Santos; Carlos Miguel Ferreira. Challenges for the Academic Editor in the Scientific Publication. Academic Journal of Interdisciplinary Studies 2020, 9, 12 .
AMA StyleSandro Serpa, Maria José Sá, Ana Isabel Santos, Carlos Miguel Ferreira. Challenges for the Academic Editor in the Scientific Publication. Academic Journal of Interdisciplinary Studies. 2020; 9 (3):12.
Chicago/Turabian StyleSandro Serpa; Maria José Sá; Ana Isabel Santos; Carlos Miguel Ferreira. 2020. "Challenges for the Academic Editor in the Scientific Publication." Academic Journal of Interdisciplinary Studies 9, no. 3: 12.
Ivan Illich was a heavy critic of traditional schooling. His proposals were disregarded, perhaps too quickly, for various reasons. This paper, based on review research, aims to add to a current (re)reading of Illich, seeking to answer the following question: what is the relevance of Illich’s proposal for a successful education in an increasingly digitalised society? The results of this research allow concluding, on the one hand, that Illich’s proposal to replace strict schooling with (self)training networks in a society that is increasingly digitalised and linked by the internet may offer potential benefits, and it is worth, at least, of an in-depth analysis. On the other hand, provocative scholars that allow us to get out of any ideologically and socially delimited system have the merit of helping to provide instruments that enable a better understanding of the present and, consequently, a rationale for the options for the future. Ivan Illich is one of these scholars.
Sandro Serpa; Ana Isabel Santos; Carlos Miguel Ferreira. Contributions of Ivan Illich to Education in a Digital Society. Academic Journal of Interdisciplinary Studies 2020, 9, 23 .
AMA StyleSandro Serpa, Ana Isabel Santos, Carlos Miguel Ferreira. Contributions of Ivan Illich to Education in a Digital Society. Academic Journal of Interdisciplinary Studies. 2020; 9 (2):23.
Chicago/Turabian StyleSandro Serpa; Ana Isabel Santos; Carlos Miguel Ferreira. 2020. "Contributions of Ivan Illich to Education in a Digital Society." Academic Journal of Interdisciplinary Studies 9, no. 2: 23.
Currently, the journals in the field of social sciences seem to emphasize the preference that authors submit for evaluation and publication manuscripts in the form of research articles with empirical data, following the model of exact sciences and, preferably, with the possibility of research replication. The scholarly publication based on reasoned logical argumentation seems to be increasingly relegated to the sidelines. This letter argues that questioning preconceived ideas and contributing to thinking is critical and that its publication, after the quality and relevance of personal argumentation is assessed, should take place even without respecting the replication of the research model.
Sandro Serpa; Carlos Miguel Ferreira; Ana Isabel Santos. Personal Argumention in the Scholarly Publication. Journal of Educational and Social Research 2020, 10, 1 .
AMA StyleSandro Serpa, Carlos Miguel Ferreira, Ana Isabel Santos. Personal Argumention in the Scholarly Publication. Journal of Educational and Social Research. 2020; 10 (2):1.
Chicago/Turabian StyleSandro Serpa; Carlos Miguel Ferreira; Ana Isabel Santos. 2020. "Personal Argumention in the Scholarly Publication." Journal of Educational and Social Research 10, no. 2: 1.
At a time of great dynamism among publishers of scientific publications, with the inevitability of Open Access and the ease of publishing online at low cost, it is possible to find publications with different levels of scientific respectability. In this context, the improvement of the quality of scholarly publications emerges as a critical element for publishers, authors and academic institutions, as well as for society in general. This opinion piece discusses Open Access journals with different levels of quality, focusing on the following quality-promoting measures: blacklists, author’s preparation, and institutional prevention. The analysis allows concluding that the open review will be one of the key elements in the process of clarification and promotion of the level of quality and consequent scientific respectability of each of the Journals, of the thousands currently existing, a number that is likely to increase.
Maria José Sá; Carlos Miguel Ferreira; Ana Isabel Santos; Sandro Serpa. Publishing at Any Cost? The Need for the Improvement of the Quality of Scholarly Publications. International Journal of Higher Education 2020, 9, 214 .
AMA StyleMaria José Sá, Carlos Miguel Ferreira, Ana Isabel Santos, Sandro Serpa. Publishing at Any Cost? The Need for the Improvement of the Quality of Scholarly Publications. International Journal of Higher Education. 2020; 9 (3):214.
Chicago/Turabian StyleMaria José Sá; Carlos Miguel Ferreira; Ana Isabel Santos; Sandro Serpa. 2020. "Publishing at Any Cost? The Need for the Improvement of the Quality of Scholarly Publications." International Journal of Higher Education 9, no. 3: 214.
Literacy emerged as a concept that meant the application of reading, writing and numeracy skills in the individual’s everyday context. Nowadays, the concept of literacy takes on a central and multivariate dimension and is mobilized in several contexts, such as digital literacy, sustainability literacy and ocean literacy, just to name a few. This paper seeks to discuss these multiplicities of literacies through an approach supported in the critical literacy concept, as well as the implications of this stance.
Sandro Serpa; Ana Isabel Santos. Critical Literacy and Literacies. Journal of Education, Teaching and Social Studies 2020, 2, 18 .
AMA StyleSandro Serpa, Ana Isabel Santos. Critical Literacy and Literacies. Journal of Education, Teaching and Social Studies. 2020; 2 (1):18.
Chicago/Turabian StyleSandro Serpa; Ana Isabel Santos. 2020. "Critical Literacy and Literacies." Journal of Education, Teaching and Social Studies 2, no. 1: 18.
We increasingly live simultaneously immersed in physical interactions and in a world where the digital dimension is present at various levels, such as the social, economic and political ones. In this context, the relationship between the digital world and Sustainability is pivotal. This aim of this paper is to discuss, in a reasoned manner, the importance of literacy in the promotion of sustainability in a digital society. For this purpose, the results of a literature review will be mobilized, as well as our 20 years of experience in teaching and research in the fields of sociology, education and organizations, without forgetting the publications that we have on similar topics, which will be, whenever heuristically relevant, mobilized to substantiate and justify the arguments presented herein. The conclusions show that, in a reality where the digital involves many of the life dimensions—for example, in the form of Industry 4.0 and Society 5.0—the role of literacy and, in particular, digital literacy, are critical in the development of sustainability literacy. For this to be possible, significant training work must be carried out. Furthermore, it is not possible to assume that the access, the skills in its use and the benefits of this wonderful digital world will automatically be grasped and felt by all citizens, in an ideology that must be fought. Only in this way will it be possible to foster sustainability, which must necessarily be inclusive.
Ana Isabel Santos; Sandro Serpa. Literacy: Promoting Sustainability in a Digital Society. Journal of Education, Teaching and Social Studies 2020, 2, 1 .
AMA StyleAna Isabel Santos, Sandro Serpa. Literacy: Promoting Sustainability in a Digital Society. Journal of Education, Teaching and Social Studies. 2020; 2 (1):1.
Chicago/Turabian StyleAna Isabel Santos; Sandro Serpa. 2020. "Literacy: Promoting Sustainability in a Digital Society." Journal of Education, Teaching and Social Studies 2, no. 1: 1.
This paper seeks to understand how a group of preschool and primary teachers perceive the type of use they carry out of children’s literature. Thus, it analyses the type of books in the classrooms and the underlying criteria for their choice, the frequency of the activities implemented within this scope and the organisation of the educational environment for the promotion of reading skills. In terms of the methodology used, this research is based on the collection of information through a questionnaire survey, completed by 24 preschool teachers and 53 primary teachers of S. Miguel Island, The Azores, Portugal. The data collected were analysed both quantitatively and qualitatively. The data allow concluding that, although all respondents value children’s literature, there are differences between the way preschool and primary teachers use it, alerting to the need for deeper reflection on the pedagogical practices implemented.
Vera Lúcia Correia Mota; Ana Isabel Santos; Maria Madalena Teixeira Da Silva. Children's Books and Literature from the Perspectives of Preschool and Primary Teachers. Journal of Educational and Social Research 2020, 10, 37 .
AMA StyleVera Lúcia Correia Mota, Ana Isabel Santos, Maria Madalena Teixeira Da Silva. Children's Books and Literature from the Perspectives of Preschool and Primary Teachers. Journal of Educational and Social Research. 2020; 10 (1):37.
Chicago/Turabian StyleVera Lúcia Correia Mota; Ana Isabel Santos; Maria Madalena Teixeira Da Silva. 2020. "Children's Books and Literature from the Perspectives of Preschool and Primary Teachers." Journal of Educational and Social Research 10, no. 1: 37.
Social media, including digital social networks, runs through a large part of society. This position paper analyses the social media centrality in identity (re)construction in higher education, seeking to add to the understanding of the social media’s role in the identity, both in the individual dimension – of several higher education actors (academics and students) – and in the identity of higher education institutions. In methodological terms, a selection and review of publications addressing this topic were conducted. Results allow concluding that it is critical to consider the growing relevance of digital social networks in shaping these actors’ identity, without disregarding the individual situations of great limitation or even rejection by the presence of digital social networks in identity (re)construction. Regarding the implications, at the theoretical level and according to the existing corpus of knowledge, there is a need for further studies to deepen the understanding of this topic. As a practical implication, while the presence of digital social media in human relationships is unavoidable in many instances, the intentional and relevant mobilization of these digital social media is crucial, both for higher effectiveness and efficacy of the academic-student interaction and for the dissemination and positive image of higher education institutions and academics.
Maria José Sá; Sandro Serpa; Carlos Miguel Ferreira; Ana Isabel Santos. Social Media Centrality in Identity (Re)construction in Higher Education. Journal of Educational and Social Research 2020, 10, 11 .
AMA StyleMaria José Sá, Sandro Serpa, Carlos Miguel Ferreira, Ana Isabel Santos. Social Media Centrality in Identity (Re)construction in Higher Education. Journal of Educational and Social Research. 2020; 10 (1):11.
Chicago/Turabian StyleMaria José Sá; Sandro Serpa; Carlos Miguel Ferreira; Ana Isabel Santos. 2020. "Social Media Centrality in Identity (Re)construction in Higher Education." Journal of Educational and Social Research 10, no. 1: 11.
Ana Isabel Santos; Carlos Miguel Ferreira; Sandro Serpa; Maria Jose Sa. What is an Internship Report? Contributions to the Construction of its Meaning. Journal of Education and e-Learning Research 2020, 7, 1 -6.
AMA StyleAna Isabel Santos, Carlos Miguel Ferreira, Sandro Serpa, Maria Jose Sa. What is an Internship Report? Contributions to the Construction of its Meaning. Journal of Education and e-Learning Research. 2020; 7 (1):1-6.
Chicago/Turabian StyleAna Isabel Santos; Carlos Miguel Ferreira; Sandro Serpa; Maria Jose Sa. 2020. "What is an Internship Report? Contributions to the Construction of its Meaning." Journal of Education and e-Learning Research 7, no. 1: 1-6.
The aim of this article is to understand the symbolic representations of the assistance strategies aimed at disadvantaged children, expressed in two newspapers published on the island of Faial, in the Azores, in the second half of the 19th and early 20th centuries (covering the time horizon between the end of the monarchic period and the implementation of the First Republic). The technique of documentary analysis and a subsequent qualitative thematic content analysis of childcare news collected in two local newspapers were used. The discursive records produced by the press on the assistance strategies value, on the one hand, an axiological dimension and forms of charitable intervention and, on the other hand, aggregate and reconcile the discourses and techniques inherent to charitable and philanthropic models. This mutual assimilation underlies the achievement of the same objective: The moralization and integration of disadvantaged invalid childhood and, above all, the protection of the existing social order. We conclude that, perhaps contrary to what would be expected, the charitable logic articulated in a concomitant way with the philanthropic logic survived, even with the stabilization of the republican period (result of a revolution that deposed the regime of the constitutional monarchy and implemented the republican regime in 1910 in Portugal, whose political elites mobilized an official discourse that advocated the separation between the State and Religion, assigning the State the function of social assistance for children and youth). This demonstrates a certain dissociation, as well as a relative autonomy of conceptions about child and youth care between republican political ideology and current social practices, at least in this specific context.
Sandro Serpa; Carlos Miguel Ferreira; Ana Isabel Santos. Social Representations of the Disadvantaged Childhood’s Asylum of Horta in the Press (Azores, Portugal): From the Constitutional Monarchy to the First Republic. Societies 2019, 10, 4 .
AMA StyleSandro Serpa, Carlos Miguel Ferreira, Ana Isabel Santos. Social Representations of the Disadvantaged Childhood’s Asylum of Horta in the Press (Azores, Portugal): From the Constitutional Monarchy to the First Republic. Societies. 2019; 10 (1):4.
Chicago/Turabian StyleSandro Serpa; Carlos Miguel Ferreira; Ana Isabel Santos. 2019. "Social Representations of the Disadvantaged Childhood’s Asylum of Horta in the Press (Azores, Portugal): From the Constitutional Monarchy to the First Republic." Societies 10, no. 1: 4.
Ana Isabel Santos; Carlos Miguel Ferreira; Maria José Sá; Sandro Serpa. Reading on Paper and Scrolling Text on a Screen in Academic Learning. Academic Journal of Interdisciplinary Studies 2019, 8, 1 .
AMA StyleAna Isabel Santos, Carlos Miguel Ferreira, Maria José Sá, Sandro Serpa. Reading on Paper and Scrolling Text on a Screen in Academic Learning. Academic Journal of Interdisciplinary Studies. 2019; 8 (3):1.
Chicago/Turabian StyleAna Isabel Santos; Carlos Miguel Ferreira; Maria José Sá; Sandro Serpa. 2019. "Reading on Paper and Scrolling Text on a Screen in Academic Learning." Academic Journal of Interdisciplinary Studies 8, no. 3: 1.
By fostering a direct engagement of those involved in solving problems or needs in a context of real situations, participatory action research (PAR) offers great potentialities for the academic training of future and even current professionals. However, there is a weak implementation of PAR as a pedagogical training strategy in higher education. Hence, this paper seeks to be a contribution to answering the following question: What potentialities and challenges can arise from the implementation of PAR in higher education? To this end, the following elements are addressed: what PAR consists of, and the contributions it can offer for higher education training, concluding with the presentation of some challenges and difficulties that seem to emerge from the use of PAR at the institutional, students and teachers’ levels, and which may help understanding its little use.
Sandro Serpa; Carlos Miguel Ferreira; Ana Isabel Santos; Ricardo Teixeira. Participatory Action Research in Higher Education Training. International Journal of Social Science Studies 2018, 6, 1 -7.
AMA StyleSandro Serpa, Carlos Miguel Ferreira, Ana Isabel Santos, Ricardo Teixeira. Participatory Action Research in Higher Education Training. International Journal of Social Science Studies. 2018; 6 (6):1-7.
Chicago/Turabian StyleSandro Serpa; Carlos Miguel Ferreira; Ana Isabel Santos; Ricardo Teixeira. 2018. "Participatory Action Research in Higher Education Training." International Journal of Social Science Studies 6, no. 6: 1-7.
The use of electronic slide presentations (ESP), usually through PowerPoint or Prezi software, has become widespread in higher education and is part of the expectations and perceptions of both teachers and students of how a successful and quality class should be. Is this dissemination of ESP use justified by the pedagogical quality fostered in learning? While its use can help focus attention on the content of the subject during classes, there are also limitations in this process, both in the dimension of teaching, by the teacher, and in the dimension of learning, by the student. This paper seeks to provide a contribution to the debate on this topic, and the advantages and limitations in using ESP. It is concluded that there is a need, on the one hand, to define the use of ESP, by assaying their application, as well as, on the other hand, to simultaneously develop other pedagogical ways of teaching, whose articulation can make the student’s role more active and pertinent, and enable the feedback to the student on the part of the teacher, so that it may be possible to regulate the teaching and learning process in a timely manner.
Carlos Miguel Ferreira; Ana Isabel Santos; Sandro Serpa. Electronic Slideshow Presentations in the Higher Education Teaching and Learning Process. Journal of Education and Training Studies 2018, 6, 120 -124.
AMA StyleCarlos Miguel Ferreira, Ana Isabel Santos, Sandro Serpa. Electronic Slideshow Presentations in the Higher Education Teaching and Learning Process. Journal of Education and Training Studies. 2018; 6 (2):120-124.
Chicago/Turabian StyleCarlos Miguel Ferreira; Ana Isabel Santos; Sandro Serpa. 2018. "Electronic Slideshow Presentations in the Higher Education Teaching and Learning Process." Journal of Education and Training Studies 6, no. 2: 120-124.
At a time when interdisciplinarity is encouraged, the aim of this article is to analyse some of its implications in contexts of teaching, research and professional practice. For this purpose, and through a literature review, the concept of interdisciplinarity is discussed. Subsequently, the paper discusses its importance and the implications of its promotion, focusing on the following aspects: scientific disciplinary identity, institutional consequences, and professional consequences. It is concluded that interdisciplinary collaboration, while being, in general, difficult to achieve, can, provided that it is controlled, be both a source of recognition and scientific and/or professional opportunities for social sciences. However, there are also potential risks not to be overlooked, being important to be aware of them.
Sandro Serpa; Carlos Miguel Ferreira; Ana Isabel Santos. Fostering Interdisciplinarity: Implications for Social Sciences. International Journal of Social Science Studies 2017, 5, 44 .
AMA StyleSandro Serpa, Carlos Miguel Ferreira, Ana Isabel Santos. Fostering Interdisciplinarity: Implications for Social Sciences. International Journal of Social Science Studies. 2017; 5 (12):44.
Chicago/Turabian StyleSandro Serpa; Carlos Miguel Ferreira; Ana Isabel Santos. 2017. "Fostering Interdisciplinarity: Implications for Social Sciences." International Journal of Social Science Studies 5, no. 12: 44.
* Doutora em Filosofia e Especialista em Filosofia para Crianças, Membros do Núcleo Interdisciplinar da Criança e do Adolescente, Universidade dos Açores; Membro do Instituto de Filosofia da Nova; docente da Faculdade de Ciências Sociais e Humanas da UAc. Diretora do Mestrado em Filosofia para Crianças da Universidade dos Açores.** Doutora em Educação, especialidade em Metodologia do Ensino da Língua Portuguesa, pela Universidade dos Açores. Professora Auxiliar e Diretora do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico na Universidade de Açores. *** Doutora em Filosofia e Pós-Graduada em Filosofia para Crianças, pela Universidade dos Açores. Pertence ao Núcleo Interdisciplinar da Criança e do Adolescente, Universidade dos Açores. Apoio: Núcleo Interdisciplinar da Criança e do Adolescente, da Universidade dos Açores; Câmara Municipal de Mação, Portugal.Os Diagramas de Venn como recurso filosófico no Jardim de InfânciaResumo: Esta investigação insere-se no âmbito científico e pedagógico da Filosofia para Crianças, mais especificamente na sua prática com pessoas em idade pré-escolar. Pretendeu-se investigar o tipo de resposta de uma comunidade de investigação filosófica, modelo pedagógico e epistemológico da Filosofia para Crianças, a alguns problemas lógicos cuja resolução envolveu o recurso a Diagramas de Venn. Explorou-se especificamente a formação de conjuntos com intersecção e concluiu-se pela exequibilidade deste recurso lógico no âmbito da educação pré-escolar, bem como pela sua relevância em termos de formação do pensamento.Palavras-chave: Filosofia para crianças. Pré-escolar. Diagramas de Venn. Interseção.Venn Diagrams as a philosophical resource in kindergarten This research lies within the scientific and pedagogic scope of Philosophy for Children, more specifically its implementation in a community of philosophical inquiry, the pedagogic and epistemological model of the Philosophy for Children, with pre-school children. The purpose was to research the type of answer this community of inquiry would give to some logic problems by resorting to Venn Diagrams. Specifically, the observation of problem-solving through the intersection of sets was under scrutiny, and the conclusion was that this logic resource is not only viable in the context of pre-schooling, as well as relevant for the formation of thinking.Keywords: Philosophy for children. Pre-school. Venn diagrams. Intersection.Los Diagramas de Venn encuanto recurso filosófico en la Educación InfantilResumen: Esta investigación se insiere en el ámbito científico y pedagógico de la Filosofía para Niños, más concretamente en su práctica con personas en edad preescolar. Se pretendió investigar el tipo de respuesta de una comunidad de investigación filosófica, modelo pedagógico y epistemológico de la Filosofía para Niños, a algunos problemas lógicos cuya resolución envolvió el recurso a los Diagramas de Venn. Se exploró concretamente la formación de conjuntos con intersección y se concluyó que este es un recurso exequible en la educación infantil, también por su importancia en términos de la formación del pensamiento.Palabras clave: Filosofía para niños. Educación preescolar. Diagramas de Venn. Intersección.
Magda Costa Carvalho; Ana Isabel Santos; Renata Sequeira. Os diagramas de Venn como recurso filosófico no jardim de infância. EDUCAÇÃO E FILOSOFIA 2017, 31, 727 -750.
AMA StyleMagda Costa Carvalho, Ana Isabel Santos, Renata Sequeira. Os diagramas de Venn como recurso filosófico no jardim de infância. EDUCAÇÃO E FILOSOFIA. 2017; 31 (62):727-750.
Chicago/Turabian StyleMagda Costa Carvalho; Ana Isabel Santos; Renata Sequeira. 2017. "Os diagramas de Venn como recurso filosófico no jardim de infância." EDUCAÇÃO E FILOSOFIA 31, no. 62: 727-750.
* Doutora em Filosofia e Especialista em Filosofia para Crianças, Membros do Núcleo Interdisciplinar da Criança e do Adolescente, Universidade dos Açores; Membro do Instituto de Filosofia da Nova; docente da Faculdade de Ciências Sociais e Humanas da UAc. Diretora do Mestrado em Filosofia para Crianças da Universidade dos Açores.** Doutora em Educação, especialidade em Metodologia do Ensino da Língua Portuguesa, pela Universidade dos Açores. Professora Auxiliar e Diretora do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico na Universidade de Açores. *** Doutora em Filosofia e Pós-Graduada em Filosofia para Crianças, pela Universidade dos Açores. Pertence ao Núcleo Interdisciplinar da Criança e do Adolescente, Universidade dos Açores. Apoio: Núcleo Interdisciplinar da Criança e do Adolescente, da Universidade dos Açores; Câmara Municipal de Mação, Portugal.Os Diagramas de Venn como recurso filosófico no Jardim de InfânciaResumo: Esta investigação insere-se no âmbito científico e pedagógico da Filosofia para Crianças, mais especificamente na sua prática com pessoas em idade pré-escolar. Pretendeu-se investigar o tipo de resposta de uma comunidade de investigação filosófica, modelo pedagógico e epistemológico da Filosofia para Crianças, a alguns problemas lógicos cuja resolução envolveu o recurso a Diagramas de Venn. Explorou-se especificamente a formação de conjuntos com intersecção e concluiu-se pela exequibilidade deste recurso lógico no âmbito da educação pré-escolar, bem como pela sua relevância em termos de formação do pensamento.Palavras-chave: Filosofia para crianças. Pré-escolar. Diagramas de Venn. Interseção.Venn Diagrams as a philosophical resource in kindergarten This research lies within the scientific and pedagogic scope of Philosophy for Children, more specifically its implementation in a community of philosophical inquiry, the pedagogic and epistemological model of the Philosophy for Children, with pre-school children. The purpose was to research the type of answer this community of inquiry would give to some logic problems by resorting to Venn Diagrams. Specifically, the observation of problem-solving through the intersection of sets was under scrutiny, and the conclusion was that this logic resource is not only viable in the context of pre-schooling, as well as relevant for the formation of thinking.Keywords: Philosophy for children. Pre-school. Venn diagrams. Intersection.Los Diagramas de Venn encuanto recurso filosófico en la Educación InfantilResumen: Esta investigación se insiere en el ámbito científico y pedagógico de la Filosofía para Niños, más concretamente en su práctica con personas en edad preescolar. Se pretendió investigar el tipo de respuesta de una comunidad de investigación filosófica, modelo pedagógico y epistemológico de la Filosofía para Niños, a algunos problemas lógicos cuya resolución envolvió el recurso a los Diagramas de Venn. Se exploró concretamente la formación de conjuntos con intersección y se concluyó que este es un recurso exequible en la educación infantil, también por su importancia en términos de la formación del pensamiento.Palabras clave: Filosofía para niños. Educación preescolar. Diagramas de Venn. Intersección.
Magda Costa Carvalho; Ana Isabel Santos; Renata Sequeira. Os diagramas de Venn como recurso filosófico no jardim de infância. EDUCAÇÃO E FILOSOFIA 2017, 31, 727 -750.
AMA StyleMagda Costa Carvalho, Ana Isabel Santos, Renata Sequeira. Os diagramas de Venn como recurso filosófico no jardim de infância. EDUCAÇÃO E FILOSOFIA. 2017; 31 (62):727-750.
Chicago/Turabian StyleMagda Costa Carvalho; Ana Isabel Santos; Renata Sequeira. 2017. "Os diagramas de Venn como recurso filosófico no jardim de infância." EDUCAÇÃO E FILOSOFIA 31, no. 62: 727-750.
At a time when there is free access to a multitude of information, the knowledge society entails the development and mobilisation of a set of competencies of selection and application of this knowledge in a reasoned and conscious way. It is in this context that higher education should develop its activities, and it is widely recognised that digital literacy encompasses the essential and transversal abilities to any higher level training, that translate into a good preparation for a successful future professionalization. However, sometimes this does not happen; hence, this short communication seeks to reflect on this problem that is central to the training activity in higher education, analysing some implications of this situation, as well as recommendations.
Ana Isabel Santos; Sandro Serpa. The Importance of Promoting Digital Literacy in Higher Education. International Journal of Social Science Studies 2017, 5, 90 -93.
AMA StyleAna Isabel Santos, Sandro Serpa. The Importance of Promoting Digital Literacy in Higher Education. International Journal of Social Science Studies. 2017; 5 (6):90-93.
Chicago/Turabian StyleAna Isabel Santos; Sandro Serpa. 2017. "The Importance of Promoting Digital Literacy in Higher Education." International Journal of Social Science Studies 5, no. 6: 90-93.
Ana Isabel Santos; Magda Costa Carvalho. não deve dar a palavra aos amigos... assim não é justo! representações das crianças sobre o gestor da palavra na comunidade de investigação filosófica. childhood & philosophy 2017, 13, 1 .
AMA StyleAna Isabel Santos, Magda Costa Carvalho. não deve dar a palavra aos amigos... assim não é justo! representações das crianças sobre o gestor da palavra na comunidade de investigação filosófica. childhood & philosophy. 2017; 13 (27):1.
Chicago/Turabian StyleAna Isabel Santos; Magda Costa Carvalho. 2017. "não deve dar a palavra aos amigos... assim não é justo! representações das crianças sobre o gestor da palavra na comunidade de investigação filosófica." childhood & philosophy 13, no. 27: 1.
The transition between educational levels is a process characterized by the complexity and repercussions that it represents to the future of children’s education. Studies conducted in this field acknowledge the relevance of the approximation and continuity between the practices of preschool and primary teachers for children’s development and learning. However, they are also unanimous in stating that an optimized transition process is far from completion. There is a lack of studies that investigate the issue of continuity between educational levels in Portugal, especially in reading and writing. To address this problem, the objective of this study is to understand the way in which preschool and primary teachers work toward a coordinated and fluid transition, particularly in the field of written language. Interviews were conducted with preschool and primary teachers, and the results reveal the different positions among preschool and primary teachers in the manner in which they conceive the transition process between these two education levels.
Ana Isabel Santos. Between Preschool and Primary Education—Reading and Writing from the Perspective of Preschool and Primary Teachers. International Education Studies 2015, 8, 211 .
AMA StyleAna Isabel Santos. Between Preschool and Primary Education—Reading and Writing from the Perspective of Preschool and Primary Teachers. International Education Studies. 2015; 8 (11):211.
Chicago/Turabian StyleAna Isabel Santos. 2015. "Between Preschool and Primary Education—Reading and Writing from the Perspective of Preschool and Primary Teachers." International Education Studies 8, no. 11: 211.