Science education become one prioritie of modern societies, with the purpose of forming scientifically literate youth and adults. They play an active role in solving the problems existing in society, making critical and informed decisions. In this paper we discuss the need for scientifically literate citizens and the relevance of practical work as a key strategy for science learning in the early years. We'll describe the investigative process which supported in real-life educational contexts of a set of Didactic Strategies. We'll focus on the results of the 'Materials Lotto' detailing the results in science teaching and learning in kindergarten. The results show that children mobilize a wide array of skills and attitudes/ beliefs, showing scientific knowledge at different degrees of complexity. We concluded that practical work in science education in the early years is an effective strategy for science teaching and learning, as groundwork for future science literacy of kindergarten children.
Sustainability is a concern that emerges in current political agendas, reflecting on official documents related to the education of children and young people. It is considered that educating children about food sustainability can contribute to the change in society's habits soon. Considering, this concern has conceived the Project "Oleachain: Skills for sustainability and innovation in the value chain of traditional olive groves in the Interior of the North of Portugal", under the responsibility of the Polytechnic Institute of Bragança and developed through its research centres (CeDRI, CIMO, UNIAG, and CIEB), in close liaison with organizations, associations, schools, and producers. This project arose from the need to value traditional olive groves, olive and olive oil and is realized in different dimensions. The Research Center in Basic Education (CIEB) assumes in this project the commitment to work on the concept of sustainability and the STEM approach, relating it to the olive grove line. This research is based on the theme of food sustainability. It aims to collect the state of art on the role of education in the development of food sustainability. It is characterized by a qualitative study, of an interpretative nature. It is supported by a systematic review of the literature for data collection and content analysis for the interpretation and triangulation of data. The investigative process followed the following steps: (i) search databases for the keywords: "sustainable food" and children and education"; (ii) selection of relevant articles; (iii) read the texts, organizing them in a diachronic way; (iv) elaboration of categories of analysis; (v) textual elaboration, performing the intersection between education and food sustainability. The data highlight the importance of promoting reflection with children around pro-environmental social issues in formal and non-formal education contexts. It is concluded that educational contexts that promote reflection and connection with the community may have a greater influence on the promotion of more sustainable food consumption behaviours. However, this seems to be a subject that deserves greater attention from schools and teachers.
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This publication is one of the second product of the Erasmus + Project entitled Voices of Immigrant Women (Project Number: 2020-1-ES01-KA203-082364). This product is a Multilingual Glossary where different terms related to Migration, Gender and Inclusion are presented. It analyzes from a gender perspective the different concepts linked to the theme. You will find all the terms in five different languages: English, Greek, Spanish, Italian, French and Portuguese. The added value of this product is its multilingual nature and the gender approach that is the backbone of the entire analysis.
No presente artigo, decorrente da investigação realizada na dissertação de mestrado, conjuga-se a importância do papel do educador ambiental, incidindo na forma como se pode desenvolver um projeto educativo que promova uma consciência ambiental, sustentando-nos, para tal, numa obra de literatura para a infância. Documenta-se, assim, uma das experiências de aprendizagem de entre as que foram promovidas numa turma do 4.º ano de escolaridade do 1.º ciclo do ensino básico, narrando o processo e os resultados. Foi nossa pretensão implementar, in loco, estratégias que nos permitissem ampliar a consciência ecológica das crianças envolvidas no estudo e recolher dados que nos autorizassem aferir sobre as suas atitudes e comportamentos relativamente ao ambiente. Partimos do seguinte objetivo: Conhecer as conceções das crianças sobre problemas ambientais, antes e após a exploração de uma história de literatura para a infância. Utilizou-se como técnica de recolha dos dados a observação direta e participante e como instrumentos as produções das crianças e a entrevista tipo painel. Para a análise dos dados recorremos à análise de conteúdo, seguindo as orientações de Bardin (2014). O nosso estudo permitiu concluir que ainda há um trabalho intenso a desenvolver nas escolas, ao nível do Ensino Básico, para que os futuros cidadãos e cidadãs desenvolvam comportamentos consonantes com a construção de uma consciência ecológica e uma cidadania responsável, tendo como objetivo a preservação do ambiente.
This publication is the third product of the Erasmus + Project entitled Voices of Immigrant Women (Project Number: 2020-1-ES01-KA203-082364). The e-learning package is aimed at university students from different disciplines, research staff, Higher Education professors and professionals who work in the field to address the social inclusion of migrant women with a gender perspective from Human Rights, an intersectional approach and interdisciplinary. The general objective of this resource is to improve the training of the different social agents who work or will work in the near future in migration and thus help combat discrimination, segregation, racism, harassment and violence, assuming the triple role that universities must carry out both in research, training and in social commitment. The contents are organized in 8 modules and each module has a double dimension: one transnational and one national. Training is based on theory and practice.
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