Ana Paula Caetano

CONTEXTOS E PROCESSOS DE MUDANÇA DOS PROFESSORES: UMA PROPOSTA DE MODELO

This article draws a proposal of a model for the under- standing and analysis of the teacherschange based on results of the empirical studies carried out in Portugal. Considering the perspective of complexity, the change is viewed as a process that implies simul- taneously contextual factors, which may or not be sustained by edu-

Emoções no cyberbullying: um estudo com adolescentes portugueses

This paper presents a part of the extensive study of the project Cyberbullying – A Diagnosis of the Situation in Portugal, which applied a questionnaire to 3,525 teenagers in the 6th, 8th and 11th schooling levels. In order to characterize cyberbullying, we have sought to contribute to the identification and interpretation of emotions experienced by the youngsters involved as victims or offenders in cyberbullying situations. The data reveal that sadness, desire for revenge, and fear are the most frequent emotions of the victims, while satisfaction, indifference and relief are those that the offenders experience the most. Data also reveal significant differences between the emotions experienced by victims and those that offenders attributed to them, which can be an indicator of the lack of empathy of the latter and thus requires the development of an emotional education of youngsters. Some significant differences have been found concerning schooling level, sex, school, and municipality, namely: a higher incidence of emotions such as sadness, fear, insecurity, and the desire for revenge among male victims; more feelings of insecurity, relief, confusion, and disorientation among young female offenders; emotions associated with impotence and lack of support experienced by youngsters in the role of victims, more in some schools than in others. These data lead us to reflect on how to take action to prevent cyberbullying.

Adolescent cybervictimization – Who they turn to and their perceived school climate

The purpose of this study was to understand how adolescent cybervictims perceive their school climate and whether telling school community members, such as teachers, play a significant role in these perceptions. Another objective was to understand whether age and gender played a significant role in the relation between whom cybervictims told and their perceived school climate. The Cybervictims Scale for Adolescents and Children and the Perceived School Climate Scale were applied to 3525 Portuguese students of whom 218 were cybervictims attending 6th, 8th, and 11th grades. Results showed that even though adolescent cybervictims reported cybervictimization more to friends and parents, those who told teachers about their experience, tended to report more positive perceptions of their school climate. Gender and age did not play a significant role in the relationship between cybervictimization and perceived school climate. Implications of the findings are discussed with regards to the role of teachers and in-service training in preventing cyberbullying.

Capa do livro: Docência e formação na perspectiva biográfica: aportes para uma educação integradora das dimensões emocional, relacional e ética Docência e formação na perspectiva biográfica: aportes para uma educação integradora das dimensões emocional, relacional e ética

Projeto “Ensino Superior: inclusao e permanencia dos Setores Populares”, projeto oriundo do edital SECADI/CAPES No02/2014, Programa de Desenvolvimento Academico Abdias Nascimento

Ética e complexidade na formação de professores

No presente texto apresentamos uma reflexao sobre etica em geral e sobre etica na educacao, tendo implicita a mobilizacao de uma visao complexa. Apresentamos ainda pesquisas efetuadas no dominio do pensamento etico e da formacao etica de professores, realizadas no âmbito do Instituto de Educacao da Universidade de Lisboa, nomeadamente os resultados de um projeto de investigacao em que temos estado envolvidos no Instituto de Educacao da Universidade de Lisboa, intitulado “Pensamento e Formacao etico-deontologicos de professores” e de investigacoes que lhe deram continuidade ou que, de algum modo, com ele estao relacionados. Tambem aqui se faz uma articulacao com as perspetivas da complexidade, nomeadamente na analise das mudancas identificadas pelos e nos professores e que estes associam a formacao. O capitulo termina com uma reflexao final onde se questionam e se desconstroem algumas opcoes teoricas e metodologicas e tecem-se algumas linhas que desenham uma modelizacao da formacao etica de professores, entendendo no entanto que este exercicio e apenas uma aproximacao a possiveis formas de trabalhar com os professores e educadores, nomeadamente em contextos de formacao continua

A Ética como Competência Profissional na Formação: o pedagogo em foco

Este artigo visa compreender a etica como competencia profissional transversal e autonoma no campo da formacao do pedagogo. Discute as tematicas da competencia e competencia profissional; da etica, etica profissional como competencia no cerne da formacao do pedagogo. E pesquisa de cunho qualitativo, assente na revisao de literatura de renomados pensadores na esfera das competencias profissionais. Dialoga especialmente com Boterf (2003), Caetano (2010), Estrela e Silva (2010), Garcia (1999) e Perrenoud (2000). Inaugura a discussao da etica enquanto dimensao praxis transversal e competencia maxima no corpo da formacao profissional.

Arts and the Voice of Youth in Dialogue

Students bring to schools and classrooms their own values, lifestyles, and world views, reflecting the different cultures to which they belong. Teachers need to be prepared to pedagogically use such diversity and the resources it offers (European Council, 2008). According to Abdallah-Pretceille (2005), the transition from an intuitive, shortsighted, and simplistic view of differences to a conceptualization of the common is achieved through the development of a “scientific spirit” in school.