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1 Annotation: The diploma thesis deals with the evaluation of performance in athletic disciplines in relation to educational concepts. The data set was obtained from long-term records of children's performance for a selected school and was further processed and evaluated. An interview with a teacher who manages documents also makes a significant contribution to the interpretation of the results of the work itself. The research sample in question consists of male probands attending the 2nd grade at Glowackého Primary School between 1987 - 2019. Key words: performance, athletics, didactics, history, educational concepts, elementary school, pupil

Данное исследование посвящено вопросу воспитания подрастающего поколения на основе ярчайшего источника XVIII столетия. В работе много места отведено анализу источника, в котором освещены основ-ные методы воспитания, в частности, дворянских наследников, а также прослеживается их эволюция. Ин-формация, полученная из рассматриваемого материала, помогла проследить слияние церковных традиций и европейских начал в вопросах о становление высоко воспитанной личности новой Российской империи. Именно компиляция разных культур стала уникальной чертой педагогики рассматриваемого периода. Ис-следователями изучаются характерные черты для совершенствования педагогической мысли и образова-тельных тенденций современной России., This study is devoted to the issue of educating the younger generation on the basis of the brightest source of the XVIII century. The work devotes a lot of space to the analysis of the source, which highlights the main methods of education, in particular, noble heirs, and also traces their evolution. The information obtained from the material under consideration helped to trace the fusion of church traditions and European principles in questions about the formation of a highly educated personality of the new Russian Empire. It is the compilation of different cultures that has become a unique feature of the pedagogy of the period under consideration. The researchers study the characteristic features for the improvement of pedagogical thought and educational trends in modern Russia.

Hintergrund: Die Anforderungen an eine qualitativ hochwertige zukunftsfähige und für Berufseinsteiger attraktive Pflege(aus)bildung steigen seit Jahren sukzessive an und damit auch die Notwendigkeit einer qualitätssichernden Weiterentwicklung dieser. Um die Qualitätsentwicklung und -sicherung der Pflege(aus)bildung voranzutreiben erscheint es sinnvoll, einheitliche Qualitätskriterien und -niveaus zu schaffen. Methode: Die vorliegende Dissertation befasste sich anhand von drei Teilprojekten mit Aspekten der Pflegebildung. Mittels einer Befragung von Auszubildenden der Pflege wurde untersucht, welche Ausbildungsform Auszubildende der Pflege favorisieren und in welcher Form Fort- und Weiterbildungsbestrebungen vorliegen. Ziel der zweiten Untersuchung war der Vergleich der Ergebnisse der mündlichen, schriftlichen sowie praktischen Prüfungsergebnisse der Auszubildenden aller Gesundheits- und Krankenpflegeschulen im Land Berlin bezogen auf unterschiedliche Einrichtungen und Ausbildungsformen. Die dritte Studie untersuchte bei ambulanten Pflegediensten, ob es Zusammenhänge zwischen der Trägerschaft, der Größe eines ambulanten Dienstes und dessen regionaler Lage auf die Personalstruktur, den Stellenschlüssel, den Fortbildungsbedarf und das Auftreten von Pflegeproblemen gibt. Ergebnisse: Die Ergebnisse der ersten Untersuchung zeigten, dass sich 59% der Auszubildenden sicher waren, nach Abschluss der Ausbildung eine berufliche Weiterqualifikation anzustreben. Von den nicht-akademischen Weiterbildungsmöglichkeiten waren für die Lernenden die Fachweiterbildungen in der Anästhesie- und Intensivmedizin sowie die Weiterbildungen im OP-Bereich und zum Praxisanleiter am interessantesten. Die zweite Untersuchung zeigte, dass der Anteil der nichtbestandenen Abschlussprüfungen im Zeitraum von 2008-2013 bei 10,3% lag. Beim ersten „Versuch“ erreichten 89,7% der Auszubildenden einen erfolgreichen Abschluss aller Prüfungsteile, wobei in den Einrichtungen mit traditioneller Ausbildungsform 10,7% der Prüfungen nicht bestanden wurden. Im Vergleich dazu bestanden bei der generalistischen Ausbildungsform 7,4%, bei der akademischen Ausbildungsform 5,5% der Prüfungsteilnehmer die Prüfungen nicht. Im Rahmen der dritten Untersuchung fiel auf, dass je höher der Bedarf in Bezug auf das entsprechende Fortbildungsthemas eingeschätzt worden ist, desto höher wurde auch die Wichtigkeit eingeschätzt. In Bezug auf das eingesetzte Pflegefachpersonal zeigte sich, dass der Anteil von examinierten Pflegekräften mit einem Anteil von über 60% in ambulanten Diensten nicht-privater Trägerschaft höher war als in privaten Einrichtungen. Schlussfolgerungen: Die Ergebnisse weisen darauf hin, dass bei Auszubildenden in der Pflege großes Interesse an beruflicher Weiterqualifikation besteht. Darüber hinaus hat sich gezeigt, dass die Prüfungsergebnisse in Einrichtungen die modellhaft ausbildeten deutlich homogenere Ergebnisse erzielt wurden, was die Einführung zentraler Prüfverfahren für alle Prüfungsbereiche unterstützen könnte. Mit Blick auf eine gesicherte Patientenversorgung sollte unabhängig von Trägerschaft und Setting Pflegefachpersonal eingesetzt werden, welches eine Ausbildung mit vergleichbarem Inhalt und Niveau vorhalten kann, und deren Absolventen befähigt, Pflegeempfänger altersunabhängig und sektorenübergreifend zu versorgen., Background: The requirements for high quality, future-oriented nursing education have been gradually increasing for years and at the same time, the need for quality-enhancing further development. In order to promote the development of high quality and assurance of nursing (vocational) education, it makes sense to create uniform quality criteria and levels. Methods: This dissertation dealt with aspects of nursing education on the basis of three subprojects. The aim of the first study was to show which form of apprenticeship nursing favors, whether and in what form continuing and further training efforts are available, and which areas are favored here. The aim of the second study was to compare the results of the oral, written and practical examination results of the trainees of all health and nursing schools in the state of Berlin, based on the different institutions and forms of training. The purpose of the third study was to examine the extent to which there is a link between sponsorship, the size of an outpatient service and its regional situation with regard to staffing, job-creation, training needs and the occurrence of care problems. Results: The results of the first study showed that 59% of the trainees were sure that they would want to continue their vocational training after completing their training. Of the non-academic continuing education opportunities, the further education in anesthetics and intensive care as well as the further education in the operating theater and the practical tutor were the most interesting for the students. The second study showed that the proportion of non-completed statutory audits over the period 2008-2013 was 10.3%. At the first "trial", 89.7% of the trainees successfully completed all parts of the examination, with 10.7% of the examinations in traditional training facilities failing. Compared to this, there were 7.4% in the generalist form of education, and 5.5% in the academic form of study. In the third study, it became apparent that the higher the need for the corresponding training topic, the higher the importance was assessed. With regard to the nurses employed, the study revealed that the proportion of registered nurses with a share of more than 60% was higher in the non-private outpatient services than in the private institutions. Conclusions: The results indicate that there is a great deal of interest in continuing vocational training for nursing trainees. In addition, it has been shown that the results of examinations in facilities that have been modeled have achieved much more homogenous results, which could support the introduction of centralized testing procedures for all audit areas. Regardless of sponsorship and setting, nursing professionals should be able to provide training with comparable content and levels, and enable their graduates to care for caregivers independent of age and across sectors.

Diplomsko delo z naslovom Vloga lutke v različnih vzgojnih konceptih je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu smo predstavili kaj lutka je, kakšna je njena moč, kakšne vrste in načine uporabe poznamo ter kako vpliva na emocionalni razvoj in socializacijo. Velik poudarek je na tem, kako lutka vpliva na različna področja otrokovega razvoja. Skozi teorijo smo predstavili tudi različne vzgojne koncepte in opisali načela njihovega delovanja. Razloženo je, zakaj je lutka pomembna v otrokovem življenju. Opisane so različne metode dela z njo. Empirični del zajema raziskavo o vlogi lutke v različnih vzgojnih konceptih. Anketne vprašalnike smo razdelili med vzgojiteljice, ki opravljajo svoje delo v Montessori, Waldorfskem in javnem vrtcu. Število izpolnjenih anketnih vprašalnikov je bilo 62. Zanimalo nas je, ali se vloga lutke razlikuje glede na različne vrtce, ali kateri pedagoški koncept postavlja večji poudarek na uporabo lutke kot drugi, in katerih vrst lutke se najpogosteje poslužujejo. Rezultate anketnih vprašalnikov smo predstavili v obliki tabel, na podlagi katerih smo ovrednotili zastavljene hipoteze. The dissertation with the title »The role of a puppet in different educational concepts« consists of a theoretical and empirical part. In the theoretical part we defined what a puppet is, we presented its power, different kinds and ways of its use, and how it affects emotional development and socialization. We considerably emphasized how a puppet influences different spheres of child’s development. In this part we also introduced various educational concepts and described the principles of their functioning. It is explained why a puppet has an immense value in a child’s life and different methods of work with it have been described. The empirical part consists of a research on the role of a puppet in different educational concepts. The survey questionnaires were distributed among the kindergarten teachers who work in state, Montessori and Waldorf kindergartens. There were 62 completed survey questionnaires. We were interested in whether the role of a puppet varies in different kindergartens, whether some pedagogical concept places greater stress on the use of a puppet than others, and which types of puppets they most often use. We presented the results of the survey questionnaires by using charts on the basis of which we have assessed the proposed thesis.

O presente artigo tem por objetivo reconstruir a trajetória de vida profissional do professor Vicente Hillebrand, responsável pela educação matemática no Centro de Ciências do Rio Grande do Sul (CECIRS), a fim de compreender como foi o trabalho desenvolvido por ele na educação continuada de professores e, ainda, de que forma as interações que ele estabeleceu com seus colegas no CECIRS influenciaram suas concepções educacionais. Evidenciou-se que essas interações proporcionaram a ele um crescimento diferenciado, uma vez que todos os integrantes do centro podiam colaborar para modificar as concepções de seus colegas por meio de um esforço coletivo e contínuo. Verificou-se, também, que repensar suas concepções educacionais permitiu ao professor Vicente Hillebrand contribuir de forma valiosa para a atuação pedagógica dos professores que participaram dos grupos de estudos, o que se refletia diretamente na qualidade do ensino nas escolas. Este artículo tiene por objetivo reconstruir la trayectoria de vida profesional del profesor Vicente Hillebrand, responsable por la educación matemática del Centro de Ciencias del Rio Grande do Sul (CECIRS), con fines de comprender como fue el trabajo desarrollado por él en la educación continuada de profesores y, además, de qué forma las interacciones que él estableció con sus compañeros en el CECIRS influenciaron sus concepciones educacionales. Se evidenció que esas interacciones proporcionaron a él un crecimiento diferenciado, una vez que todos los integrantes del centro podían colaborar para cambiar las concepciones de sus compañeros por medio de un esfuerzo colectivo y continuo. Se verificó también que repensar sus concepciones educacionales permitió al profesor Vicente Hillebrand contribuir de forma valerosa para la actuación pedagógica de los profesores que participaron de los grupos de estudios directamente en la calidad de enseñanza en las escuelas. This article presents the historical reconstruction of the continued formation of teachers highlighting Professor Vincente Hillebrand's job, responsible for Mathematics Education at the Centre, in order to understand how was his work with the teachers continued formation and how the connections he stablished with other teachers influenced his educational conceptions at that time. It was evident that these interactions have provided him a different type of growth, since all the Centre's members could work together to change the views of their colleagues through a collective and continuous effort. It was also verified that rethinking their educational conceptions allowed the teacher Vicente Hillebrand to make a valuable contribution in the educational performance of teachers who participated in the study group , which was directly reflected in the quality of education in schools.

Starogrčko osnovno školovanje imalo je eminentno odgojni karakter od trenutka kad je zbog neadekvatnosti roditeljskog doma za njega morala brinuti posebna institucija koja je za to posjedovala viši stupanj kvalificiranosti, naime, onda kada se počinje pojavljivati škola kao odgojno-obrazovna ustanova, štoviše, kada sam polis (grad-država) postaje svojevrsnim učiteljem i odgajateljem. Za razliku od spartanskog odgoja, recentniji atenski odgoj u prvi plan stavlja odgajanikovu individualnost što po sebi profilira i novo viđenje čovjeka te njegova odgoja, odmičući se polagano od pretežno militarističkog gledanja na ljudsko biće i slijepe pokornosti bilo kojem i bilo kakvom autoritetu. Popuštaju spone središnjeg utjecaja polisa, a sve više jača demokracija, mitsko se zatomljuje, a spekulativno osnažuje. Homerovi ideali poprimaju prosvjetiteljsku svijest i sve više jača vječitost ideje naspram promjenljivog ljudskog mišljenja. Umjesto primata sile i moći, Atena je dala primat pravu, a samim tim i pojedincu, individui, iz čega je nikla jedinstvena kultura duhovnog života koju je u začetcima osmislio atenski zakonodavac Solon., Elementary education in ancient Athens was eminently educational in character from the time when a separate more qualified institution provided for it, and when the home was no longer adequate for that purpose, which was at the time when school as an educational institution was starting to appear, and moreover, when polis (city-state) itself was becoming a specific teacher and educator. Unlike the Spartan education, the more recent Athenian education put an educatee’s individuality in the forefront, which in itself shaped a new view of man and his education, moving away from the predominantly militaristic perspective on human beings and from the insistence on blind obedience to authority of any kind. The central influence of polis gave in in favour of democracy, the mythical was supressed in favour of the speculative. Homer’s ideals assumed enlightening awareness and the eternity of ideas increasingly took over the changeable human thought. Instead of giving primacy to power and force, Athens gave it to the law, and thereby also to the individual, which created the basis for the unique culture of spiritual living, originally laid out by Athenian legislator Solon.

O desenvolvimento de um ambiente de aprendizagem de educação a distância pressupõe planejamento cuidadoso, baseado em objetivos pedagógicos claramente definidos, em que o formador será não apenas o organizador do processo de aprendizagem, mas, sobretudo, o mediador das ações dos aprendizes, favorecendo a capacidade de pensar, criar e refletir criticamente. Porém, esse processo de mudança de paradigma não acontece necessariamente com o aprendiz diante do material de apoio ou perante uma tela de computador. É premente promover um trabalho inovador, resultado da interação entre o aprendiz e o professor e entre os próprios aprendizes, para que essa construção aconteça. Assim, é fundamental considerar as especificidades dos cursos de educação a distância, principalmente quanto ao grau de interação professor-aprendiz. Este artigo contempla as gerações da modalidade de educação a distância e discute suas abordagens usuais (broadcast, virtualização da escola tradicional e estar junto virtual). Conclui-se que as abordagens de educação a distância devem ser repensadas, flexibilizadas e adaptadas aos diferentes propósitos educacionais, buscando resultados de aprendizagem condizentes com as atividades educacionais realizadas. The development of a learning environment for distance education requires careful planning based on clearly defined educational objectives, the trainer will not only be the organizer of the learning process, but above all, the mediator of the actions of learners, encouraging the ability to think, create and reflect critically. However, this process of paradigm shift does not necessarily happen with learner support material before or before a computer screen. It is urgent to promote innovative work, a result of interaction between teacher and learner and between learners themselves, for this building happen. It is therefore essential to consider the specifics of the courses of distance education, especially regarding the degree of teacher-learner. This article focuses on the generations of the mode of distance education and discusses their usual approaches (broadcast, virtualization of the traditional school and be together virtual). It is concluded that the approaches of distance education should be reconsidered, flexible and adapted to different educational purposes, seeking learning outcomes consistent with the educational activities undertaken.

This study aims to research the extent to which the constructivist approach is reflected in the metaphors produced by pre-service teacher trainees on "teacher and learner" through the use of metaphor analysis. As commonly known, metaphors are linguistic, cognitive and mental structures providing clues as to a person's knowledge, values, beliefs, viewpoints and evaluations regarding a concept. The participants to the present study were 380 students studying in the Department of Primary School Education and Department of Turkish Education at the Faculty of Education, Cumhuriyet University. These pre-service teacher trainees were given a form, in which they were asked to write the metaphors and reasoning that they have produced for the concepts "teacher and learner." The collected data were analyzed using the metaphor analysis technique and these metaphors were examined based on teacher and learner roles suggested by the constructivist approach. According to the findings, most of the metaphors generated by the participants reflect teacher and learner roles in traditional approaches. It was concluded that the pre-service teacher trainees were not able to adopt and internalize the constructivist approach at satisfactory levels. © IDOSI Publications, 2013., Gür, T.; Faculty of Education, Cumhuriyet University, Sivas, Turkey

The article is a collection of thoughts and ideas of the most prominent educational thinkers of the period concerned. The aim of the text is to introduce the reader to the most important objectives of education through work and educational demands related to work. Labor et Educatio

Ovaj, u osnovi metodološki rad, bavi se demonstracijom upotrebe faktorske analize u ispitivanju poželjnosti alternativnih odgojnih koncepata kod studentske populacije Sveučilišta u Zagrebu. Istraživanje je provedeno na slučajnom, reprezentativnom i stratificiranom uzorku (N=360). Skala poželjnosti osnovnih pedagoških koncepata sastojala se od 29 čestica vezanih uz tradicionalni odgojni koncept i alternativne pedagoške koncepate: Waldorf, Montessori i Summerhill. Primjenom faktorske analize pod komponentnim modelom uz GK kriterij za zaustavljanje ekstrakcije faktora i uz provedbu purifikacije faktorske solucije dobivene su tri latentne dimenzije: 1. NEPRIHVAĆENOST SUMMERHILLSKOG KONCEPTA, 2. TRADICIONALNI ODGOJ i 3. ODGOJ UTEMELJEN NA SAMOSTALNOSTI, IGRI I ZADOVOLJSTVU SPOZNAJOM. Prva dva faktora karakterizira neprihvaćanje summerhillskog i tradicionalnog koncepta, dok je treći faktor kombinacija ideja dviju škola— waldorfske i Montessori. Nalazi ukazuju na prihvaćanje općih pedagoških načela, ali ne i predloženih načina realizacije. Ispitanici su također neskloni pedagoškom radikalizmu. Stoga zaključujemo da su poželjne one pedagoške koncepcije koje ispitanicima ostavljaju mogućnost vlastite intervencije u primarnu i sekundarnu socijalizaciju. Metodološka strana rada pokazala je da poštivanje i primjena osnovnih metodoloških pretpostavki uspješno uklanja „višak” varijabli iz interpretacije, što interpretaciju čini transparentnom, a konceptualne pretpostavke plauzibilnima. Stoga valja zaključiti da faktorska analiza nije sama po sebi primjerena podacima, već da ovisi o njihovoj strukturi pa ju u većoj ili manjoj mjeri moramo prilagoditi podacima., This paper, basically methodological, is concerned with the demonstration of use of factor analysis in investigation of desirability of alternative educational concepts in population of students of the University of Zagreb. The study was carried out on a random, representative and stratified sample (N=360). The scale of desirability of basic educational concepts contained 29 items concerning the traditional educational concept as well as alternative educational concepts: Waldorf, Montessori and Summerhill. Factor analysis under the component model with GK criterion for factor extraction and with purification of factor solution yielded three latent dimensions: 1. UNACCEPTANCE OF THE SUMMERHILL CONCEPT; 2. TRADITIONAL EDUCATION; and 3. EDUCATION BASED ON INDEPENDENCE, PLAY AND SATISFACTION WITH LEARNING. The first two actors are characterized by unacceptance of both Summerhill and traditional concept, while the third one is a combination of ideas pertaining to two schools— Waldorf and Montessori. The data indicate the acceptance of general educational principles, but not of the suggested means of their realization. The subjects were also opponent to educational radicalism. Therefore we conclude that the desirable educational concepts are those enabling subjects to intervene into primary and secondary socialization. The methodological aspect of this study has shown that respect for and application of basic methodological assumptions successfully removes „surplus” variables from interpretation, making it more transparent, and conceptual presumptions plausible. Consequently, it should be concluded that factor analysis is not appropriate for the data in its own right, but depends on their structure, and thus should be more or less customized to the data., Diese, im Grunde methodologische Arbeit, befasst sich mit der Demonstration der Anwendung der Faktorenanalyse in der Erforschung von erwünschten alternativen Erziehungskonzepten unter der Studentenpopulation der Zagreber Universität. Die Untersuchung wurde auf einer repräsentativen und stratifizierten Zufallsstichprobe (N=360) durchgeführt. Die Erwünschtheitsskala der pädagogischen Grundkonzepte bestand aus 29 Einheiten, die sich auf das traditionelle Erziehungskonzept und alternative pädagogische Konzepte bezogen: Waldorf, Montessori und Summerhill. Durch die Anwendung der Faktorenanalyse auf das Komponentenmodell bei GK Kriterium für das Aufhalten der Faktorenextraktion und bei der Durchführung der Purifikation der Faktorensolution ergaben sich drei latente Dimensionen: 1. ABLEHNUNG DES SUMMERHILLKONZEPTS, 2. TRADITIONELLE ERZIEHUNG und 3. ERZIEHUNG GEGRÜNDET AUF SELBSTÄNDIGKEIT; SPIEL UND KOGNITIVER ZUFRIEDENHEIT. Die ersten zwei Faktoren werden durch die Ablehnung des traditionellen und Sommerhillkonzeptes gekennzeichnet, während der dritte Faktor eine Kombination von Ideen zweier Schulen darstellt — der Waldorf — und Montessorischule. Die Ergebnisse weisen auf die Annahme allgemeiner pädagogischer Prinzipien bei gleichzeitiger Ablehnung der vorgeschlagenen Realisationsweisen hin. Die Befragten sind auch gegen jeglichen pädagogischen Radikalismus. Daraus lässt sich der Schluss ziehen, dass erwünscht sind jene pädagogische Konzeptionen, die den Befragten freien Spielraum für die eigene Intervention in die primäre und sekundäre Sozialisation lassen. Von der methodologischen Seite her zeigte sich, dass durch die Einhaltung und Anwendung der methodologischen Grundvoraussetzungen der „Überfluss“ an Interpretationsvariabeln erfolgreich beseitigt wird, wodurch die Interpretation an Transparenz, und die konzeptuellen Voraussetzungen an Plausibilität gewinnen. Daraus lässt sich folgern, dass die Faktorenanalyse an sich den Daten nicht angemessen ist, sondern von ihrer Struktur abhängt, so dass sie in höherem oder geringerem Masse den Daten anzupassen ist.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2019-11-08T12:36:48Z No. of bitstreams: 1 2014 - Marcelo Guedes Guimar?es.pdf: 2220014 bytes, checksum: 7e4e3e6ad9d07b1be02ef8c8f1b620c6 (MD5) Made available in DSpace on 2019-11-08T12:36:48Z (GMT). No. of bitstreams: 1 2014 - Marcelo Guedes Guimar?es.pdf: 2220014 bytes, checksum: 7e4e3e6ad9d07b1be02ef8c8f1b620c6 (MD5) Previous issue date: 2004-08-30 Bearing in mind the discussion on educational concepts in order to reach a consensus on the best way of learning mathematics for the student body, I performed a research with high school students from a private school in Nova Igua?u - RJ, aiming at the more meaningful and practical learning, in which students could build their own knowledge, motivated by the usefulness of mathematics in everyday life. The focus of the work were the lessons on probability, given at first moment in a Traditional way and after more playful way, in order to record the behavior of students before the presentation of content in both classes, differentiating them in order to observe where the students were more motivated, more involved. Also, I wrote and I compared data from two questionnaires that were applied for students, addressing their interests learning in the mathematics and connection made between what they learn in the classroom and what they use in their daily lives. The lessons were taught more dynamically so the students achieved progression after them Tendo-se em vista a discuss?o sobre as concep??es educacionais, a fim de chegar a um consenso sobre a melhor forma de aprendizagem da Matem?tica para o corpo discente, realizamos um trabalho de pesquisa com alunos do Ensino M?dio de uma escola particular de Nova Igua?u ? RJ, objetivando um aprendizado mais significativo e pr?tico, no qual os pr?prios discentes pudessem construir seu saber, motivados pela utilidade da Matem?tica no cotidiano. O foco do trabalho foram as aulas sobre probabilidade, ministradas em um primeiro momento de forma tradicional e depois de forma contextualizada, com o intuito de registrar o comportamento dos alunos diante da apresenta??o dos conte?dos em ambas as aulas, diferenciando-os, a fim de observar em qual deles os alunos estavam mais motivados, mais participativos. Al?m disso, anotamos e comparamos os dados de dois question?rios que foram aplicados aos alunos, abordando seus interesses em rela??o ? aprendizagem matem?tica e ? conex?o feita entre o que aprendem na sala de aula e o que utilizam em seu cotidiano, al?m do progresso alcan?ado por eles ap?s as aulas ministradas de forma mais din?mica e contextualizada

This article describes the paedagogical concepts of the inter-universitairy specialised master in Archival studies: Heritage and Records Management.