Todo o tipo de documentos relacionados com uma conferência; ex.: artigos de conferências, relatórios de conferências, palestras em conferências, artigos publicados em proceedings de conferências, relatórios de abstracts de artigos de conferência e posters de conferências. (Aceite; Publicado; Actualizado).
Browse
Browsing DSOC - Comunicações a Conferências / ConferenceItem by Author "Ferreira, Manuela"
Publication . Melo, Benedita Portugal; Diogo, Ana Matias; Ferreira, Manuela
In the school year of 2012/2013, Portugal reinstated national exams in the 4th grade, thirty nine years after their eradication from Portuguese educational system. If there already is a group of researches studying the effects of the enforcement of exams in the teaching practices of secondary school teachers, in families investment strategies in children’s school success and in the relationship between youth and school (Antunes 2010;Melo, 2009;Neves, 2014; Torres, 2014), there is still little knowledge about the consequences of the enforcement of exams in the daily life of teachers, families and children of the first school cycle. This paper presents the results of electronic documental sources, in order to enhance the educational models and child conceptions that flow, concerning 4th grade exams, in the new public space represented by internet. From the analysis of live voices of teachers, parents and children disseminated on blogosphere we have found two polarised logics: on one hand, a logic centred in the metier of being a child (Sirota, 2006) considering the child as an infant personalitywhose development should be supported by socialization agencies (Ariès, 1978), and on the other, an instrumental logic centred in the pupil-child and in academic results (Perrenoud, 1994). Our conclusions will enhance: (a)how parents, teachers and children stand between these two poles while ideal types; b) how these poles potentially generate tension and drive this individuals to construct composite justification logics for their actions and conceptions; c) How children transit between the roles of “child-innocence” and “effective pupil”.
