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O presente relatório está dividido em duas grandes partes. A primeira parte é de índole reflexiva, na qual estão expressas reflexões acerca das práticas vivenciadas no decurso dos estágios no 1.º Ciclo do Ensino Básico e na Educação Pré-Escolar, tendo como base de orientação os Padrões de Desempenho Docente plasmados no Despacho n.º 16034/2010. Nesta reflexão crítica é feita uma abordagem e introspeção às competências que foram desenvolvidas no decurso dos vários estágios, considerando o trabalho desenvolvido nas diferentes formas de estágio vivenciadas. Por seu turno, a segunda parte do relatório é dedicada a um trabalho de investigação que tem foco na temática do sono, mais concretamente, o tempo de sesta na Educação Pré-Escolar. O sono constitui uma necessidade fisiológica que todos temos, embora cada ser, na sua individualidade, padeça de necessidades distintas de tempo de sono, todos precisamos dele para viver. É nesta lógica que o sono é imprescindível e deve ser cuidado desde cedo para evitar distúrbios de sono e consequentes repercussões no desenvolvimento físico e cognitivo das crianças. O estudo que desenvolvemos é de cariz qualitativo e de natureza descritiva e exploratória com o recurso à aplicação de questionários a educadores de infância e a pais/encarregados de educação com o intuito de recolher dados que permitissem atingir os objetivos visados com o mesmo, a saber, compreender a importância da sesta na Educação Préescolar e percecionar as suas vantagens ou desvantagens na perspetiva de educadores de infância e de pais/encarregados de educação. Os resultados evidenciam que embora as crianças, de uma maneira geral, não usufruam do tempo de sesta, por não ser obrigatória, todos reconhecem que existem implicações decorrentes da privação do tempo de sesta, essencialmente ao nível do bem-estar físico, social, psicológico e cognitivo das crianças. This report is divided into two major parts. The first one is reflective in its nature, expressing reflections about the practices experienced during the internships in the 1st Cycle of Basic Education and PreSchool Education, based on the guidance of the Teacher Performance Standards set in Order No. 16034/2010. Within this critical reflection, an approach and introduction to the competencies developed in the course of the various stages is made, this considering the work developed in the different kinds of internships experienced. In turn, the second part of the report is dedicated to a research work that focuses on the theme of sleep, more specifically, the napping time in Preschool Education. Sleep is a physiological necessity that we all have, although each being, in its individuality suffers from distinct needs of sleep time, we all need it to live. It is in this logic that sleep is essential and should be taken care of from an early age to avoid sleep disorders and consequent repercussions on the physical and cognitive development of children. The study that we developed is qualitative, descriptive and exploratory in its nature, using the application of questionnaires to kindergarten teachers and parents/guardians in order to collect data that would allow achieving the objectives aimed for,namely, understanding the importance of the nap in Preschool Education and to perceive its advantages or disadvantages from the perspective of kindergarten teachers and parents/guardians. The results show that although children, in general, do not enjoy nap time, as it is not mandatory, everyone recognizes that there are implications resulting from the deprivation of nap time, essentially at the level of the physical, social, psychological and cognitive well-being of children.

教育心理学的研究において「実践性」は研究活動の中核としてここ30年ほど強調されてきた。教職課程科目「発達と学習」の講義においても、こうした「実践性」を捨象しない講義のあり方を模索する必要がある。本論文では、教育心理学において扱われてきた「実践性」を確認した後、「発達と学習」における「実践性」を担保しようとする実践例を概観した。これらを踏まえて、「発達と学習」の講義における「実践性」を担保した講義の要件として、「theory into practiceを防ぐこと」、「一人称の視点を持ち込むこと」、そして「省察的実践であること」を提案した。

Studiens syfte är att bidra med kunskap om bedömning som begrepp och som pedagogisk praktik i det förskolepedagogiska fältet. Studien bygger på en kvalitativ ansats där sex semistrukturerade intervjuer genomförts med förskollärare från sex olika förskolor i södra Sverige. Resultatet har analyserats utifrån didaktikens frågor; vad, hur och varför, begreppen formativ och summativ bedömning samt Piagets utvecklingspsykologiska teori. I studiens resultat framkommer att bedömningsbegreppet tolkas olika av olika personer samt att förskollärarna inte tydligt uttrycker att de gör bedömningar på de enskilda barnen. Samtidigt beskriver förskollärarna att de vid ett utvecklingssamtal lyfter barnets utveckling och lärande med fokus på målområden ur läroplanen, med hjälp av digitala mallar. I diskussionen motiveras varför begreppet bedömning behöver läggas till i läroplanen för förskolan. Bedömningsbegreppet behöver definieras för att skapa en samsyn kring begreppet och för att underlätta arbetet kring hur det individuella barnets utveckling och lärande synliggörs. The purpose of the study is to contribute with knowledge about assessment as a concept and as a pedagogical practice in the preschool pedagogical field. The study is based on a qualitative approach where six semi-structured interviews were conducted with preschool teachers from six different preschools in southern Sweden. The results have been analyzed on the basis of didactics' questions; what, how and why, the concepts of formative and summative assessment and Piaget's developmental psychological theory. The results of the study show that the concept of assessment is interpreted differently by different people and that the preschool teachers do not clearly express that they make assessments of the individual children. At the same time, the preschool teachers describe that in a developmental conversation they highlight the child's development and learning with a focus on target areas from the curriculum, with the help of digital templates. The discussion justifies why the concept of assessment needs to be added to the preschool curriculum. The assessment concept needs to be defined in order to create a consensus around the concept and to facilitate the work on how the individual child's development and learning is made visible.

Numerose ricerche sull’infanzia condotte a partire dal secolo scorso, hanno mostrato come i bambini, fin dai primi mesi di vita, siano attivi e propositivi nella interazione con gli altri esseri umani. In una prospettiva educativa, di promozione dei processi di apprendimento e di sostegno alla costruzione di una immagine di sé positiva e fiduciosa nelle proprie potenzialità, sono di grande importanza le modalità comunicative e relazionali degli adulti significativi. A tali modalità farò riferimento nel mio contributo, soffermandomi sul rispecchiamento verbale e non verbale, nelle sue diverse forme, approfondendone le ragioni teoriche e metodologiche e riflettendo su come possa attuarsi una pedagogia dell’infanzia che si centri sull’area prossimale di sviluppo, rispettosa dei tempi e delle specificità di ogni bambino/bambina e che tenga conto del valore della dimensione emotiva ed affettiva Since the last century, many researches on childhood showed how children, from their first months, are active and proactive in interacting with other human beings. In an educational perspective, related to promoting learning processes and supporting the construction of a positive self-image, confident in one's potential, are very important care givers’ communication and relational methods. I will refer to these modalities in my contribution, dwelling on verbal and non-verbal mirroring, in its various forms: I’ll deep the theoretical and methodological reasons and I will reflect on how childhood pedagogy can be implemented focusing on the proximal area development, respecting times and specificities of each child and taking into account the value of the emotional and affective dimension.

Mestrado em Educação Pré-Escolar Submitted by Dina Rocha (dir.biblioteca@ipsantarem.pt) on 2020-08-13T10:49:43Z No. of bitstreams: 1 Ana Rita Sousa- relatório final.pdf: 2319551 bytes, checksum: 6667691574582d38e88f1da79cee17da (MD5) Made available in DSpace on 2020-08-13T10:49:43Z (GMT). No. of bitstreams: 1 Ana Rita Sousa- relatório final.pdf: 2319551 bytes, checksum: 6667691574582d38e88f1da79cee17da (MD5) Previous issue date: 2020-06-09 N/A

L'articolo tratta della specificità della relazione adulto-bambino piccolo, soffermandosi sulla prospettiva intersoggettiva alla seconda persona e facendo riferimento alle ultime ricerche neuroscientifiche che confermano il ruolo fondamentale della comunicazione psico-corporea nell'apprendimento e nello sviluppo infantile e l’importanza delle emozioni e degli affetti. Riflette quindi sulla specificità dei percorsi formativi per gli educatori per l’infanzia che, in una tale prospettiva, dovrebbero intrecciare il piano personale e quello professionale centrandosi sull’esperienza e sulla riflessione e l’autoriflessione. In questo senso particolarmente efficaci si rivelano i linguaggi artistico espressivi e, in particolare, quelli che utilizzano il corpo e l’osservazione della dimensione non verbale. The article deals with the specificity of the adult- baby child relationship, focusing on the intersubjective perspective (the second person one) and referring to the neuroscientific research that confirms the crucial role of psycho-bodily communication and the importance of emotions and affects in the infant learning and development. In such a perspective, the article reflects on the childhood educators training, that have to intertwine the personal and the professional level and center on experience and on the reflection and the self-reflection. According to this, artistic languages are particularly effective, especially those using the body and the observation of the non-verbal dimension.

Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2020-03-03T12:33:04Z No. of bitstreams: 2 Solange_de_Castro.pdf: 1307837 bytes, checksum: 9d6f3de7c9d32232b292815656dbb44a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Made available in DSpace on 2020-03-03T12:33:04Z (GMT). No. of bitstreams: 2 Solange_de_Castro.pdf: 1307837 bytes, checksum: 9d6f3de7c9d32232b292815656dbb44a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2019-11-22 : This is a research of a theoretical bibliographic source, based upon the Historical Cultural Phycology and the Historical Dialectical Materialism, in which We prioritize authors such as: Vigotski (1991, 1993, 1995, 1996, 2000, 2001, 2004, 2012, 2017), Leontiev (2004), Marx e Engels (1998), Marx (2008), Pino (2005), Vasquez (2011), Costas (2003), Martins (2007, 2013), Prestes (2018), Rossetto (2009). It is also characterized as a documental research, once we study the following educational documents: “Curricular Referential of the Paraná State: principles, rights and orientations” (2018); The “Deliberation 03/2018 – by the Stately Council of Education” the “Pedagogical weeks – 2010; 2018; 2019”; the “Stately Curricular directives” (2008), and the “National Common Curricular Basis” (2017), which treat about the reformulation of the Curriculum for the children’s education and the Fundamental Education. Therefore we aim to study the epistemological presumptions that embassies the pedagogical practice, to improve knowledge about how the processes of development and learning occur, starting from the study about the development of the Superior Psychological Functions\SPF, specifically concerning the formation of scientific concepts in children who are in their first part of childhood until the age of teenagers. As a result of this study it was possible to understand that the transformation of a person in a humanized being depends on the formation of his consciousness articulated with the basis of real life and the material conditions of the person. In this context, the school education, through the scientific contends built up between the theory and the practice, should promote for the students the conditions to a “omnilateral” development. The pedagogical practice, adjusted to the principles of the Dialectic-Historical Materialism, Historical-Cultural Psychology and the Historical-Critical Pedagogy, directs to a sort of practice in a sense of a school education that articulates the formation of scientific concepts looking for the humanization of the human beings in which the theories and the practice are included and alter terms in the building up of a praxis. But the formation of scientific concepts in children who are in their first part of childhood until the age of teenagers becomes committed once the “Curricular Referential of the Paraná State: principles, rights and orientations” (2018) presents the theory disarticulated with the practice. In this situation, the fragile pedagogical practice turns impossible the constitution of a person in his\her most complex form. The continued education program for teachers offered by the Stately Secretary of Education in Paraná State\SEED denotes being under neoliberal policies, a fact which difficulties the actions of teaching under the methods we mentioned above, especially concerning the development of the human psychism in relation to the students’ processes of development and learning. In this way the school education does not pass over the daily life aspects and the common sense, compromising the construction of a critical person, someone with autonomy, who does not recognizes him\herself as working class and the society in which she\he is inserted in. Esta pesquisa, de cunho teórico bibliográfico, está pautada na Psicologia Histórico-Cultural e no Materialismo Histórico-Dialético, priorizando autores como: Vigotski (1991, 1993, 1995, 1996, 2000, 2001, 2004, 2012, 2017), Leontiev (2004), Marx e Engels (1998), Marx (2008), Pino (2005), Vasquez (2011), Costas (2003), Martins (2007, 2013), Prestes (2018), Rossetto (2009). Caracteriza-se, também, como documental, uma vez que estuda O Referencial Curricular do Paraná: princípios, direitos e orientações (2018); A Deliberação 03/2018 – Conselho Estadual de Educação; Semanas Pedagógicas – 2010; 2018; 2019; As Diretrizes Curriculares Estaduais (2008) e a Base Nacional Comum Curricular (2017), que tratam da reformulação do Currículo da Educação Infantil e Ensino Fundamental. Para tanto, objetivamos estudar os fundamentos epistemológicos que embasam a prática pedagógica, na busca de aprofundamento de como ocorre o processo de desenvolvimento e a aprendizagem, a partir do estudo sobre o desenvolvimento das Funções Psicológicas Superiores/FPS, especificamente a formação dos conceitos científicos de alunos que se encontram na primeira infância ao período da adolescência. Como resultado, foi possível compreender que a transformação do homem, em gênero humano, depende da formação da consciência articulada às bases da vida real e das condições materiais do sujeito. Nesse contexto, a educação escolar, por meio dos conteúdos científicos construídos entre a teoria e a prática, deve proporcionar ao aluno condições ao desenvolvimento omnilateral. A prática pedagógica alinhada aos princípios do Materialismo Histórico-Dialético, da Psicologia Histórico-Cultural e da Pedagogia Histórico-Crítica, direcionam uma prática pedagógica, no sentido de uma educação escolar que articula à formação dos conceitos científicos com vistas à humanização do sujeito, ou seja, a prática e a teoria se incluem e se alteram na construção da práxis. No entanto, a formação de conceitos científicos nos alunos da primeira infância ao período da adolescência fica comprometida, uma vez que a educação escolar pautada no Referencial Curricular do Paraná (2018) traz a teoria desvinculada da prática e, nesse sentido, a prática pedagógica fragilizada impossibilita a constituição do sujeito em sua forma mais complexa. A formação continuada do professor ofertada pela Secretaria Estadual de Educação do Estado do Paraná/SEED denota estar amparada em políticas neoliberais, fato esse que dificulta ao professor uma atuação pautada nas bases das teorias e do método mencionado acima, principalmente no que diz respeito ao desenvolvimento do psiquismo humano em relação ao processo de desenvolvimento e aprendizagem do aluno. Desse modo, a educação escolar não ultrapassa os limites do cotidiano, do senso comum, comprometendo a construção de um sujeito crítico, com autonomia, que não se reconhece como classe trabalhadora e o modelo de sociedade a qual está inserido.

Mestrado em Educação Pré-Escolar Submitted by Dina Rocha (dir.biblioteca@ipsantarem.pt) on 2019-08-21T09:55:44Z No. of bitstreams: 1 Relatório Inna final Mestrado.pdf: 3614678 bytes, checksum: 0056a5552efd9841dfa4a86d333d87b1 (MD5) Made available in DSpace on 2019-08-21T09:55:44Z (GMT). No. of bitstreams: 1 Relatório Inna final Mestrado.pdf: 3614678 bytes, checksum: 0056a5552efd9841dfa4a86d333d87b1 (MD5) Previous issue date: 2019-06-18 N/A

Relatório de estágio para obtenção do grau de Mestre em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico Submitted by Dina Rocha (dir.biblioteca@ipsantarem.pt) on 2019-02-19T15:57:55Z No. of bitstreams: 1 RELATÓRIO FINAL.pdf: 11696422 bytes, checksum: bfe84532b1615fdeb3b44a4bed8657c2 (MD5) Approved for entry into archive by Dina Rocha (dir.biblioteca@ipsantarem.pt) on 2019-02-19T15:58:21Z (GMT) No. of bitstreams: 1 RELATÓRIO FINAL.pdf: 11696422 bytes, checksum: bfe84532b1615fdeb3b44a4bed8657c2 (MD5) Made available in DSpace on 2019-02-19T15:58:21Z (GMT). No. of bitstreams: 1 RELATÓRIO FINAL.pdf: 11696422 bytes, checksum: bfe84532b1615fdeb3b44a4bed8657c2 (MD5) Previous issue date: 2019-01-23 N/A

Resumo O presente estudo teve por objetivo investigar concepções de educadores infantis sobre a aprendizagem e o desenvolvimento humano. Participaram da pesquisa quatro educadores infantis atuantes na cidade de Patrocínio-MG. Foram realizadas entrevistas semiestruturadas e os dados analisados a partir dos fundamentos teóricos da Psicologia Histórico-Cultural. Por meio das entrevistas foi possível identificar que as concepções apresentadas pelos educadores sobre a aprendizagem e o desenvolvimento humano aproximam-se do entendimento do senso comum, pois eles não as esclarecem de forma elaborada, evidenciando uma formação docente ainda incerta, o que repercute na sala de aula, gerando atuações aligeiradas e sem a devida intencionalidade educacional. Isso aponta para a necessidade de uma formação docente mais sólida, que possibilite planejar intervenções, sobretudo voltadas ao processo de desenvolvimento humano. Diante disso, o psicólogo pode contribuir com a construção dessas formações a partir de olhares diferenciados na constituição de um referencial teórico-prático junto aos educadores. Abstract The purpose of this study was to investigate what kind of conceptions children's educators have about learning and human development. Four children educators working in the city of Patrocínio - MG participated in the study. Semi-structured interviews were conducted and the data were analyzed from the theoretical foundations of Historical-Cultural Psychology. Through the interviews it was possible to identify that the conceptions presented by the educators about learning and human development are close to the understanding of common sense, since they do not clarify their conceptions in an elaborate way, it means an evidence that the conditions of the teacher’s formation is still uncertain, which has repercussions in the classroom, generating light performances and lacking educational intentionality. These points to the need for a more solid teacher education, which makes it possible to plan interventions, mainly focused on the process of human development. Given this, the psychologist can contribute to the construction of these formations from different perspectives in the constitution of a theoretical-practical reference to the educators. Resumen El presente estudio tuvo por objetivo investigar concepciones que educadores infantiles poseen sobre aprendizaje y desarrollo humano. Participaron de la investigación cuatro educadores infantiles actuantes en la ciudad de Patrocínio-MG. Se realizaron entrevistas semiestructuradas y analizados los datos a partir de los fundamentos teóricos de la Psicología Histórico-Cultural. Por intermedio de las entrevistas fue posible identificar que las concepciones presentadas por los educadores sobre aprendizaje y desarrollo humano se acercan del entendimiento del sentido común, pues no aclaran sus concepciones de forma elaborada, evidenciando una formación docente aún incierta, lo que repercute en la clase, generando actuaciones aligeradas y sin la debida intencionalidad educacional. Eso apunta para la necesidad de una formación docente más sólida, que posibilite planear intervenciones, principalmente volcadas al proceso de desarrollo humano. Delante de eso, el psicólogo puede contribuir con la construcción de esas formaciones a partir de miradas diferenciadas en la constitución de referencial teórico-práctico junto a educadores.

Resumo O presente estudo teve por objetivo investigar concepções de educadores infantis sobre a aprendizagem e o desenvolvimento humano. Participaram da pesquisa quatro educadores infantis atuantes na cidade de Patrocínio-MG. Foram realizadas entrevistas semiestruturadas e os dados analisados a partir dos fundamentos teóricos da Psicologia Histórico-Cultural. Por meio das entrevistas foi possível identificar que as concepções apresentadas pelos educadores sobre a aprendizagem e o desenvolvimento humano aproximam-se do entendimento do senso comum, pois eles não as esclarecem de forma elaborada, evidenciando uma formação docente ainda incerta, o que repercute na sala de aula, gerando atuações aligeiradas e sem a devida intencionalidade educacional. Isso aponta para a necessidade de uma formação docente mais sólida, que possibilite planejar intervenções, sobretudo voltadas ao processo de desenvolvimento humano. Diante disso, o psicólogo pode contribuir com a construção dessas formações a partir de olhares diferenciados na constituição de um referencial teórico-prático junto aos educadores.

「発達と学習の心理学」等の教職科目に対して,授業者はどのような考え方で臨んだらよいのであろうか。授業内容に内包された問題点はないのだろうか。筆者は特に,学校教育を意識した実例の挿入,異なる理論間の相互比較,根拠に基づいた最新の研究成果の紹介,日本的文化を背景とした教育環境での理論展開の必要性を指摘したい。更に,教育心理学関連書籍に記述されていない内容に関しては,授業者が自分の言葉で見解を述べることが重要であることを述べたい。

O presente relatório pretende descrever o trabalho desenvolvido ao longo do estágio curricular inserido no Ramo de Aprofundamento de Competências Profissionais do Mestrado em Reabilitação Psicomotora. Realizado na Associação de Actividade Motora Adaptada, ao longo de 10 meses, a intervenção psicomotora destinou-se a crianças e jovens, dos 3 aos 16 anos, desenvolvida essencialmente em contexto aquático. O trabalho foi focado nas competências aquáticas e de comunicação, em piscina, e centrado nas atividades de vida diária e jogo livre, em sala. Para além disso, foi analisada a perceção dos alunos e professores sobre os colegas com Necessidades Educativas Especiais inseridos nestas atividades de natação, tendo sido feita uma pequena investigação. Assim, o documento encontra-se dividido em duas partes, iniciando-se com uma revisão teórica relativa ao contexto institucional vivido e a caracterização da população-alvo contactada. Os fundamentos gerais da intervenção psicomotora também são discutidos, sendo especificados os modelos base trabalhados nos diferentes contextos. Na segunda parte são apresentadas todas as questões práticas do processo de intervenção desenvolvido, incluindo a caracterização, avaliação e análise dos estudos de caso acompanhados. No final, é realizada uma conclusão reflexiva acerca de toda a experiência formativa. This report describes ten months worth of work developed during the internship in Associação de Actividade Motora Adaptada, taken within the course of Development of Professional Skills of the Master in Psychomotor Rehabilitation. The psychomotor intervention was destined to kids and young adults between three and sixteen years old, being essentially taken in aquatic environment. The work focused both in the acquisition and development of communication and aquatic skills, in the pool, as well as in everyday life activities and free playing, in the leisure room. In addition, the pupils and teacher’s perception regarding their colleagues with special educational needs, who are also integrated in the swimming practice, was analyzed, with a short investigation being conducted. As so, this document was divided in two parts, the first one consisting of a theoretical review of the institutional context lived by the children and the contacted target population characterization. The basic fundaments of the psychomotor intervention are also described, being the working base-models specified in different contexts. In the second part, all the practical questions of the intervention process developed are presented: characterization, evaluation and analysis of the case-studies included. To conclude, there is a brief introspection about the formative experience.

Razvoj čustvene kreativnosti je izredno pomemben, tako za razumevanje lastnih kot tudi čustev drugih ljudi. Naše čustvene reakcije niso samo odraz fizioloških vzburjenj, ampak so tudi odraz miselnih procesov. Zato je za njihovo obvladovanje potrebno razumeti, od kod ta čustva izvirajo in zakaj. V diplomskem delu smo naredili analizo dimenzij čustvene kreativnosti. Dotaknili smo se tudi ljudem nekoliko bolj znanega termina »razumska inteligenca«, z namenom, da predstavimo pomembnost razumevanja čustvene inteligence in z njo povezane čustvene kreativnosti, kajti ravno ta predstavlja večje zagotovilo za osebno srečo in osebnostni razvoj. Znano je, da sta kreativnost in inovativnost v tesni povezavi. Dandanes vse več podjetji stremi k inovativnosti, kajti le tako so lahko boljša in konkurenčna na trgu. Čustvena kreativnost se potemtakem ne dotika le osebnostnega razvoja, ampak tudi podjetniškega razvoja. Z njenim razumevanjem bomo nadgradili zgradbo čustvenih spretnosti, s pomočjo katerih bomo lažje obvladovali sebe in druge. Naučili smo se kako lahko razvijamo čustveno inteligenco, saj se lahko te, za razliko od razumske, ki je prirojena, vsak dan učimo. Predstavili smo tudi kriterije čustvene kreativnosti in spoznali faze kreativnega mišljenja. V okviru diplomskega dela je bila opravljena tudi analiza čustvene kreativnosti. Idelali smo anketni vprašalnik, ki je bil razdeljen na tri sklope (sklop 1: pripravljenost, sklop 2: novost, sklop 3: učinkovitost/pristnost). Na anketni vprašalnik je odgovorilo 58 ljudi iz Slovenije. Na podlagi prejetih odgovorov smo najprej naredili analizo strukturiranih vprašanj. V nadaljevanju smo prikazali oceno trditev v deležih po posameznih trditvah, trditve smo primerjali tudi po izobrazbenih kategorijah, po sklopih pa smo primerjali rezultate glede na spol. Naredili smo tabelo in jo primerjali tudi s študijo Averilla (1999), ki pa je bila izvedena v drugčnem okolju (ZDA) in na bistveno večjem vzorcu (489). Nazadnje smo opravili še zanimivo korelacijsko analizo med sklopi, ki je pokazala tesno povezanost vseh treh sklopov. Development of emotional creativity is very important for understanding of ourselves and emotions of other people. Our emotional reactions are not only reflection of physiological arousal, but also our thought processes. For control of our emotions, we have to understand their source and reasons. In the graduation thesis, we did analysis of emotional creativity. We have also defined a more known term called “rational intelligence”, with the purpose of presentation the importance of understanding emotional intelligence and its close relation with emotional creativity, because it is bigger guarantee for personal happiness and personal development. It is known that creativity and innovativeness are in close relation. Today, more and more companies strive to innovation to become better and more competitive. Therefore, emotional creativity is not only about personal happiness and development, but also about business development. Its understanding will upgrade emotional skills, with which we more easily understand ourselves and people around us. We learnt how to develop emotional intelligence, since this, in contract to rational one that is inborn, can be learnt daily. We also presented a criterion of emotional creativity and learn about phases of creative thinking. Within this graduation thesis, we also performed analysis of emotional creativity. We designed a questionnaire, which is divided into three sets (Set 1: Readiness, Set 2: Novelty, Set 3: Effectiveness/authenticity). Based on the obtained answers, we performed analysis of the structured questions. The survey has been completed by 58 people from Slovenia. Further, we have presented the evaluation of the statements in the proportions of the individual statements. Based on the table, we also compared the arguments by educational categories and according to gender. We compared our results to results of the Averil study (1999). The mentioned study was performed in different environment (the USA), and included significantly more people (489). Finally, we conducted an interesting analysis of the correlation between sets, which showed a close relationship between all three sets.

This research was conducted in a private school in the city of Barbacena-MG, Brazil, during 2010. We observed a student with Down syndrome, nine years, enrolled in the 2nd year of elementary school, seeking to understand the process of educational inclusion and the organizational and teaching strategies that influence his development and learning. Was also analyzed his cognitive, socio-emotional and psychomotor performance, in addition to the interaction between family and school. This case-study was characterized as qualitative and ethnographic in which was used the technique of participant observation. The active family participation in the student educational process, along with the interaction promoted by the school in its activities, made him reach a satisfactory level of development. The student showed good memory, could read both words in cursive as with capital letters and solve addition and subtraction when used concrete materials. We realized, therefore, that he is progressing at his own pace. However, it would require that the school had adopted activities directed and specified to him as well as measures of relaxation and streamlining of the curriculum, evaluating the student in a procedural approach. However he was valued by qualifying, which resulted in the retention of student in the same grade. We conclude therefore, that the pedagogical structuring and review of practices and evaluation methods in educational institutions may be necessary to ensure that best addresses the specific characteristics and necessities of the students, making no exception occurs in an environment that thinks be promoter of the inclusion.

Carström, M. & Johansson C. (2015). Att utmana elevers skriv- och läsförmåga i träningsskolan. En kvalitativ fallstudie med utgångspunkt i metoden “Att skriva sig till läsning”. To challenge pupils’ ability to write and read in compulsory school for pupils with intellectual disabilities – a qualitative case study originating in the method of “Write to Read”. Högskolan, Kristianstad. Speciallärarprogrammet. Syftet med följande studie är att undersöka hur skriv- och läsförmågan hos fyra elever i träningsskolan utvecklas genom att arbeta med utgångspunkt i metoden “Att skriva sig till läsning” (ASL). Studiens teoretiska ramverk är det sociokulturella perspektivet och det har valts utifrån en syn på att lärande sker i interaktion med andra människor. Arbetet ger en översikt av tidigare forskning om elever med utvecklingsstörning, läs- och skrivutveckling, läs- och skrivsvårigheter, framgångsfaktorer hos lärare vid arbete med läs- och skrivinlärning, elevers motivation och delaktighet samt om metoden ASL. Genom att göra aktionsforskning i de klasser där vi själva arbetar ville vi undersöka om metoden ASL kunde vara lämplig att använda i arbetet med elevers skriv- och läsutveckling i grundsärskolan, inriktning träningsskola. Vi har gjort deltagande observationer, fört dagboksanteckningar, filmat eleverna och fotograferat elevernas arbete. Sammanfattningsvis pekar resultaten i vår undersökning på att ASL kombinerat med att träna andra förmågor så som bokstavskännedom och klappa stavelser, kan vara en lämplig metod att arbeta efter i grundsärskolan, inriktning träningsskola. Resultatet visar att eleverna utvecklades inom en rad olika områden och studiens bidragande effekter var att elevernas motivation och delaktighet ökade markant., Carström, M. & Johansson, C. (2015) To challenge pupils’ ability to write and read in compulsory school for pupils with intellectual disabilities – a qualitative case study originating in the method of “Write to Read”. The purpose of this study is to investigate how four pupils in special schooling’s ability to write and read is possibly affected and developed by working according to the method of “Write to Read” during a period of 8 weeks. The theoretical framework of the study is the sociocultural perspective and it has been chosen according to the approach that learning takes place in interaction with others. The study presents a general view of earlier research of pupils with intellectual disabilities, reading and writing development, reading and writing difficulties, elements of success from teachers working with reading and writing training, pupils’ motivation and participation and with the method of “Write to Read”. By action research in our own classes, we wanted to investigate whether the method of “Write to Read” would be a suitable method to use when trying to develop pupils’ abilities to write and read in Swedish (compulsory) special schools, focusing on pupils with severe intellectual disabilities. We have conducted observations, kept a journal with daily notes, the pupils have been filmed and we have taken photos of our pupils’ work. To sum everything up, our study shows that “Write to Read” combined with training abilities such as knowledge of the letters and of clapping to syllables could be a suitable method within special schools. The result shows that pupils were developing within a number of areas and contributory effects of the study were that our pupils’ motivation and participation increased prominently.

The aim of our graduate work is to study the importance of image and shape’s in children's development and learning and also the preschool teacher’s views on image and shapes. Our research aims to explore the value of image and shapes creation and how it is expressed among children and in classroom activities. We are also interested in finding out how it differs from adults' views and what materials teachers use to promote the image and shapes creation in the curriculum. In our own experience, image and shapes activities are often structured differently in different curriculum activities. We therefore want to study how certain preschools work with image and form creation with children in preschool. We have performed the study through five qualitative interviews with preschool teachers and four observations on three different preschools in Stockholm. The main theory of the extension of our work is about Vygotsky's sociocultural perspective. We will find out about how according to the sociocultural perspective children can develop learning. The conclusion we have reached is that the preschool teachers interviewed seem to agree greatly with each other about how image and shapes creation affects for children's development and learning. Although there were some minor differences, for example, if the children learned by imitating each other in creative work. But in this part it was just one preschool teacher who differed from the others' vague.

The purpose of this study was to gain a clearer picture of how after-school-care teachers’ work with fundamental values in after-school care, both practically and theoretically based on the curriculum Lgr 11. I wanted to acquire a broader understanding of the school's core values and what kinds of tools teachers used to cope with their task. I proceeded with two questions: How does after-school care proactively work with core values based on gender, ethnicity and class? How does the work on value issues at after-school care centers compare with Lgr 11? In my study, I used literature studies and a qualitative analysis of five interviews with afterschool care teachers. I came to the conclusion that the fundamental values were difficult to interpret and that the majority of the interviewed after-school care teachers adapted the core values after the schools "needs". Keywords: values, after-school care, standards, development and learning Syftet med den här undersökningen var att få en tydligare bild över hur fritidspedagoger arbetar med värdegrundsarbetet, både praktiskt och teoretiskt utifrån läroplanen Lgr 11. Jag ville införskaffa en bredare förståelse om skolans värdegrund och vilka verktyg som används av pedagogerna för att klara av uppgiften. Jag utgick från två frågeställningar i arbetet: Hur arbetar fritidshemen i förebyggande syfte med värdegrundsfrågor utifrån genus, etnicitet och klass? Hur förhåller sig arbetet med värdegrundsfrågor på fritidshemmen i förhållande med Lgr 11. För att få fram mitt resultat använde jag mig av litteratur och att intervjua fem fritidspedagoger. Jag kom fram till att värdegrundsarbetet är svårtolkat och att många av de intervjuade fritidspedagogerna anpassade värdegrunden ut efter skolans ”behov”. Bakgrunden till min studie uppkom under min sista VFU period då jag såg ett behov av värdegrundsarbete i en elevgrupp där jag fann vissa motsättningar. Efter eget initiativ till övningar med dessa elever insåg jag hur eleverna var mottagliga och hur de inblandade utvecklats med hjälp av värdegrundsövningarna. Det var så jag såg hur viktigt värdegrundsarbete i skolan är. Nyckelord: värdegrund, fritidshem, normer, utveckling och lärande

Background: The request for the Reggio Emilia practice has expanded enormously the last couple of years within the Swedish preschools. This particular practice describes the environment as a third educator. This third educator is supposed to work as - not only a tool - but also a support to ease children's learning experiences and help develop their mind. Previous research has shown that design of, for instance, furniture has a way of affecting the children's learning process and development. Aims: The purpose of this study is to see how two different teams of preschool educators on two differed Reggio Emilia inspired preschools work and handle the physical indoor environment. Method: We started out by contacting Reggio Emilia inspired preschools. Four educators were chosen from two different preschools to be a part of the research. The interviews were held both in groups but also individually Results: The result of the research indicates that the educators are creating an indoor environment with the children's desires and needs in mind. The educators see the need of having different areas within the indoor environment, so that the children can learn from them and therefore enter a variety of knowledge. The indoor environment is there to facilitate the learning process, supporting children through the process of learning during their time in preschool. During our research we learned that factors plays different roles in affecting the shaping of the indoor environment. Conclusion: The research shows that there are factors that affect the educators’ work and process of creating the preschools physical indoor environment. But according to the educators themselves this is never an excuse for less learning for the children. It’s rather the educator’s duty to find solutions and still make the best indoor environment for the children. It is the educators combined creativity and imagination that creates different possibilities for the children's learning process at the preschool.

A Arte tem tido a capacidade de suscitar interesse nos alunos. Porém, muitos docentes manifestam pouca motivação na introdução da mesma nas suas práticas pedagógicas. Tal não é desejável para os alunos, despontando um problema mais significativo para os alunos com comportamentos desafiadores. Assim, procurou-se com esta investigação verificar a influência da arte, Graffiti nesses alunos. Constituiu-se como fundamentos teóricos uma pesquisa bibliográfica de modo a explicitar os conceitos fundamentais inerentes à respetiva situação problema. Assumindo-se a pesquisa deste projeto numa perspetiva teórica Ecológica, elegeu-se uma metodologia eminentemente qualitativa. Para a coleta de dados recorreu-se a instrumentos e técnicas como a análise documental referente ao tema, questionários e gravações vídeo. Através deste estudo verificou-se que os contributos da arte são uma mais-valia para o desenvolvimento educativo dos alunos com comportamentos desafiadores. Quando trabalhada em sala de aula, influencia positivamente alguns comportamentos contribuindo para um maior sucesso académico e social; ABSTRACT: “Street Art / Graffiti in challenging behaviors in school students from urban centers” Art raises big interest in the majority of students. However, many teachers aren’t motivated to introduce it on their classes. That isn’t desirable to students, leading to a more significant problem to those with challenging behaviors. Therefore with this investigation we searched to check which are the contributes of the graffiti art to the educational development of students with this behavior. As theoretical basis there is a bibliographic research to clarify the fundamental concepts inherent to the problem. Assuming the research of this project as a theoretical Ecological perspective it was elected a qualitative methodology. To the data collection we used instruments and techniques such as document analysis on the topic, questionnaires and video recordings. Through this study it was found that art contributes to educational development of students with challenging behaviors. When worked in classroom influences positively some behaviors contributing to greater academic and social success.

É um desafio atender aos alunos, em suas diversas necessidades especiais. Diferentemente das deficiências, há poucas pesquisas no Brasil sobre estudantes com doenças crônicas e suas especificidades, na escola. O objetivo do presente estudo foi identificar as necessidades especiais de escolares com diabetes mellitus tipo 1. Participaram 37 familiares de escolares em tratamento ambulatorial de uma faculdade paulista, por meio de entrevista semiestruturada, gravada em áudio e transcrita para análise. Os resultados mostraram que todos comunicaram a escola a respeito da doença do filho, mas, mesmo assim, 29,7% relatam dificuldade de inclusão ou acesso à escola, como desconhecimento do professor para o controle do diabetes, merenda escolar inadequada, preconceito dos colegas e da diretora ou vergonha por parte do aluno. As faltas ocorrem com 70,3% dos alunos, principalmente devido às consultas médicas. Necessidades especiais foram identificadas por 32,4%, incluindo a alimentação, o desempenho escolar e a necessidade de profissionais da escola mais bem informados sobre a doença. Além disso, 72,9% referem algum tipo de apoio para enfrentar o diabetes, principalmente de profissionais de saúde. Dos familiares, 51,3% apresentam sugestões para um melhor desenvolvimento do filho na escola, incluindo alimentação escolar adequada e melhor preparo da escola para lidar com o diabetes, como palestras e treinamento aos professores. Sugerimos a aproximação entre a escola e a área da saúde, porém, o primeiro passo para a integração intersetorial é identificar as necessidades desses alunos com doenças crônicas, como foi possível com este trabalho, ao enfocar o diabetes mellitus e suas repercussões escolares. Catering to students according to their various special needs is a challenge. As opposed to the field of disability, there is little research in Brazil on students with chronic diseases and their specific needs at school. The purpose of this study was to identify the special needs of children with diabetes mellitus type 1. The participants were 37 family members of students in treatment in an outpatient center at a state of São Paulo medical school. A semi-structured interview was carried, which was audio recorded and transcribed for analysis. The results showed that all participants informed the school informed about their child's condition, however 29,7% reported that inclusion or access to school was difficult, due to the teacher being uninformed about diabetes control, inadequate school lunches, and preconceptions of peers and school supervisor, or the student's embarrassment. Absenteeism occurred among 70,3% of the students, mainly due to doctor appointments. Special needs were identified by 32,4%, including meals, performance in school tasks and the need to better inform school professionals about the condition. Furthermore, 72,9% reported some kind of support to cope with diabetes had been provided, mainly by health professionals. In order to improve their child's development at school 51,3% presented suggestions such as including appropriate school meals, better preparation of school for dealing with diabetes, i.e. lectures and training for teachers. Our suggestion is that there should be a closer relationship between the school and health services, but the first step towards intersector integration is to identify the needs of students with chronic diseases, such as this study showed, by focusing on diabetes mellitus and its impact on the school.

Made available in DSpace on 2015-03-19T16:20:26Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-09-01Bitstream added on 2015-03-19T16:29:24Z : No. of bitstreams: 1 S1413-65382012000300006.pdf: 759166 bytes, checksum: 1fae04d2bea3ae92330dd74eb68f4d17 (MD5) Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) É um desafio atender aos alunos, em suas diversas necessidades especiais. Diferentemente das deficiências, há poucas pesquisas no Brasil sobre estudantes com doenças crônicas e suas especificidades, na escola. O objetivo do presente estudo foi identificar as necessidades especiais de escolares com diabetes mellitus tipo 1. Participaram 37 familiares de escolares em tratamento ambulatorial de uma faculdade paulista, por meio de entrevista semiestruturada, gravada em áudio e transcrita para análise. Os resultados mostraram que todos comunicaram a escola a respeito da doença do filho, mas, mesmo assim, 29,7% relatam dificuldade de inclusão ou acesso à escola, como desconhecimento do professor para o controle do diabetes, merenda escolar inadequada, preconceito dos colegas e da diretora ou vergonha por parte do aluno. As faltas ocorrem com 70,3% dos alunos, principalmente devido às consultas médicas. Necessidades especiais foram identificadas por 32,4%, incluindo a alimentação, o desempenho escolar e a necessidade de profissionais da escola mais bem informados sobre a doença. Além disso, 72,9% referem algum tipo de apoio para enfrentar o diabetes, principalmente de profissionais de saúde. Dos familiares, 51,3% apresentam sugestões para um melhor desenvolvimento do filho na escola, incluindo alimentação escolar adequada e melhor preparo da escola para lidar com o diabetes, como palestras e treinamento aos professores. Sugerimos a aproximação entre a escola e a área da saúde, porém, o primeiro passo para a integração intersetorial é identificar as necessidades desses alunos com doenças crônicas, como foi possível com este trabalho, ao enfocar o diabetes mellitus e suas repercussões escolares. Catering to students according to their various special needs is a challenge. As opposed to the field of disability, there is little research in Brazil on students with chronic diseases and their specific needs at school. The purpose of this study was to identify the special needs of children with diabetes mellitus type 1. The participants were 37 family members of students in treatment in an outpatient center at a state of São Paulo medical school. A semi-structured interview was carried, which was audio recorded and transcribed for analysis. The results showed that all participants informed the school informed about their child's condition, however 29,7% reported that inclusion or access to school was difficult, due to the teacher being uninformed about diabetes control, inadequate school lunches, and preconceptions of peers and school supervisor, or the student's embarrassment. Absenteeism occurred among 70,3% of the students, mainly due to doctor appointments. Special needs were identified by 32,4%, including meals, performance in school tasks and the need to better inform school professionals about the condition. Furthermore, 72,9% reported some kind of support to cope with diabetes had been provided, mainly by health professionals. In order to improve their child's development at school 51,3% presented suggestions such as including appropriate school meals, better preparation of school for dealing with diabetes, i.e. lectures and training for teachers. Our suggestion is that there should be a closer relationship between the school and health services, but the first step towards intersector integration is to identify the needs of students with chronic diseases, such as this study showed, by focusing on diabetes mellitus and its impact on the school. Universidade Estadual Paulista (UNESP) Departamento de Educação Especial Faculdade de Medicina de Marília (Famema) Universidade Estadual Paulista (UNESP) Departamento de Educação Especial

The purpose of this paper is to identify the different types of motivations in hospital volunteers. We present a literature review about different types of motivation and we collect data from hospital volunteers through a questionnaire. Four different motivation categories are identified: development and learning, altruism, career recognition and belonging and protection. The main motivations expressed are development and learning, followed by altruism. Belonging and protection, followed by career recognition are the least cited motivations. Career recognition is negatively correlated with age, and belonging/ protection is negatively correlated with education. That is, younger volunteers present more career recognition motives and less educated volunteers have more from protection and belonging. This study encompasses hospital volunteers and their motivations. The paper is useful to policy makers aiming to develop targeted approaches to attracting and retaining volunteers.

There has been a lot of debate in media about mathematics teaching in grade school in Sweden. Many students experience that mathematics in grade school is abstract, which leads to decreased interest of mathematics in early years. An international study indicates that Swedish students in class 4 do not fulfill the mean for mathematics according to EU/OECD countries. The study also shows that Sweden practice a textbook driven education, compared to other countries. The aim for this study was to find out how a few pedagogues for class F-6 teach mathematics, and why they have chosen to educate the way they do. It was relevant to investigate if these pedagogues use a laboratory education method in their teaching, and if so, which profits and disadvantages they experience by using this method. I decided to use qualitative interviews, according to an interview guide, which agreed to the aim and the question form of the study. The empiric material that was collected from these interviews were analyzed and discussed with support from theories and earlier research, which I found relevant to this study. In the theoretical reference frame, I decided to use the most relevant of Piagets, Vygotskijs and Deweys views and thoughts of children’s knowledge, development and learning. The conclusion for this study is that all pedagogues used variation in their operation mode and in their mathematic education, where the textbook and a laboratory education are included. Their choice of using a certain method is founded on the experience where many students think that mathematics is an abstract subject where all are different and learn mathematics in different ways. The pedagogues say that variation in operation mode where the students can participate in their learning at the same time as the mathematics makes visible, increases the condition for the students to understand mathematics. In the investigation, it was found that some of the pedagogues discovered a big student group alongside with few education hours that are reserved for mathematics, as a difficulty to use a laboratory working method in the spread they would like to.

The purpose of this study is to gain additional knowledge and a greater understanding of pupils experiences of joining a special teaching group. The study focuses on pupils with special needs and the ambition has been to get a student perspective of how they perceive their education with special support. In addition, the study is concerned with how pupils perceive their special support and whether this has any relevance to their learning, development and future goals. This study is based on Urie Bronfenbrenners theory The ecology of human development. The theoretical perspective highlights the interaction between the pupils and the school environment, which is important for development and learning. The study is based on a qualitative research method in the form of interviews. Ten pupils from two different municipalities have been interviewed. The results show that pupils are positive to the special form of teaching in smaller groups and consider their present situation better than their earlier experience of regular curriculum in large classes. In the special education groups the pupils are able to acquire the knowledge and skills they need in order to achieve their future goals. Uppsatsens syfte har varit att få ökad kunskap och större förståelse om elevers upplevelser av att gå in en särskild undervisningsgrupp. Studien handlar om elever i behov av särskilt stöd och utgångspunkten har varit att få ett elevperspektiv på hur de upplever sin skolgång med särskilt stöd och belysa deras positiva respektive negativa upplevelser om sin särskilda undervisningsform samt i den ordinarie undervisningen i sin dåvarande klass. Uppsatsen kretsar kring hur eleverna upplever sitt särskilda stöd och huruvida den har någon betydelse för deras lärande och utveckling. Dessutom huruvida eleverna känner att skolan erbjudit tillräckligt med resurser, för att uppnå deras framtida mål. Uppsatsens teoretiska perspektiv belyser samspelet mellan eleven och dess närmiljöer vilket är betydelsefullt för att utveckling och lärande ska ske. Undersökningen baseras på en kvalitativ forskningsmetod i form av intervjuer. Där tio högstadieelever från två olika kommuner har intervjuats. Resultatet av studien visade att eleverna var mer positiva till den särskilda undervisningsformen i en mindre grupp än med den ordinarie undervisningen i stor klass. I den särskilda undervisningen kunde eleverna tillgodose sig kunskaper och färdigheter till skillnad från den ordinarie undervisningen. Den särskilda undervisningen i skolan har haft stor betydelse för deras framtida mål.

A influência da Psicologia na construção do ideário pedagógico, no início do século XX, teve como cenário o ingresso de uma grande massa de crianças nas escolas nas sociedades industrializadas e o advento das idéias evolucionistas, que apontavam a necessidade imperiosa de estudo e compreensão do desenvolvimento infantil. Entre as temáticas que expressam as discussões educacionais que ocorreram em todo esse século e, até hoje, são questões presentes no debate da área, podemos destacar: a relação entre desenvolvimento e aprendizagem, a importância da educação para o desenvolvimento do psiquismo e o papel do professor no processo ensino-aprendizagem. O objetivo do presente artigo é examinar como aparecem tais temáticas no pensamento de J. Dewey, E. Claparède, J. Piaget, H. Wallon e L.S. Vygotsky. É possível identificar duas posições entre as quais se situam esses autores: a) aqueles que subordinam o processo pedagógico ao desenvolvimento das estruturas cognitivas da criança, considerando que o conteúdo básico a ser desenvolvido na educação é o próprio processo de pensamento; b) os que consideram que há um papel definido para a escola, o de ensinar conteúdos científicos e socialmente relevantes, ou seja, possibilitar à criança o domínio dos conhecimentos exigidos pela sociedade para o futuro, considerando que tal aprendizagem é um dos principais motores do desenvolvimento. The influence of psychology on constructing the pedagogic principles at the beginning of the 20th century had as its scenario a great number of children entering schools in the industrialized societies and the advent of evolutionist ideas which pointed out the absolute necessity to study and understand children’s development. Among the themes which run through educational debates and occurred all along the century and, until today are present, we can highlight: the relation between development and learning, the importance of education in developing psychism, and the teacher role in the teaching/learning process. The purpose of the present article is to examine how these themes appear in the thoughts of J.Dewey, E. Claparède, J. Piaget, H. Wallon, and L.S. Vygotsky. It is possible to identify two differing groups in relation to these themes: (i) those who subordinate the pedagogical process to the development of the child’s cognitive structure, considering that the basic content to be developed by education is the thinking process itself; (ii) those who consider that there is a definite role to be played by the school, that of teaching scientific and social relevant contents, that is to say, enable the child to control the knowledge demanded by society, considering that such learning process is one of the main vehicles of development.

Relatório de Estágio apresentado para obtenção do grau de Mestre na área de Educação Pré-Escolar Submitted by Dina Rocha (dir.biblioteca@ipsantarem.pt) on 2019-12-11T11:53:15Z No. of bitstreams: 1 Relatório de Estágio - Inês Isabel Patrão Correia.pdf: 4666841 bytes, checksum: 339bc1600c71b623ec8417630ec40afc (MD5) Made available in DSpace on 2019-12-11T11:53:15Z (GMT). No. of bitstreams: 1 Relatório de Estágio - Inês Isabel Patrão Correia.pdf: 4666841 bytes, checksum: 339bc1600c71b623ec8417630ec40afc (MD5) Previous issue date: 2019-11-19 N/A

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