The current research was performed within the ENtRANCE Erasmus+ project in order to identify how ... more The current research was performed within the ENtRANCE Erasmus+ project in order to identify how may Portuguese Higher Education Institutions (HEI) provide independent participatory research support in response to concerns experienced by civil society, namely based on EU societal challenges. Even though the Biosense project [1] assumed the creation of the first Science Shop in Portugal, it was only active between 2011 and 2013 and there is still no formal evidence of any other one. Nevertheless, several Portuguese HEIs already provide informal services on behalf of citizens and local civil society. In order to better understand the context of local communities, a CSO (civil society organizations) needs study was conducted in Portugal, as well as in other partner countries of the project. This study was conducted using a mixed methods approach consisting of literature review, online survey and qualitative interviews to the diverse types of CSOs. The results reveal that the majority of Portuguese CSOs need HEI support to help vulnerable people like children and old people at risk, handicaped and poor people, etc. Thus, the activities that promote well-being, health and an inclusive society are the most common, but all societal challenges are partially covered by Portuguese CSOs except Intelligent, green and integrated transport. Thirty-one organizations (83,2%) would like to collaborate more with HEIs through research and they provide. Teachers and researchers' competences at Maia University Institute (ISMAI) and Maia Polytechnic Institute (IPMAIA) cover all areas of the 7 societal challenges. In particular, they collaborate with Research Methods' course students. The students get to know the research topics provided by the CSOs in the needs study and then they create multidisciplinary groups and choose one of the research topics/CSOs in order to perform two semesters of applied research using mixed methods. These multidisciplinary students with the support of the teachers and researchers of each research area contribute with an innovative method starting by qualitative and proceeding with quantitative approaches in order to balance between depth and breadth [2] of the research topics they chose. The end result is a case study [3] which is the best short format to publish the results but especially to share them with the CSOs. Therefore this collaborative process, similar to a new service development [e.g. 4], may be repeated every school year in order to formalize a Portuguese Science Shop that provides research services to civil society.
História da Ciência e Ensino: construindo interfaces, 2019
Resumo As sociedades têm, ao longo dos tempos, desenvolvido práticas e conceitos diversos face ... more Resumo As sociedades têm, ao longo dos tempos, desenvolvido práticas e conceitos diversos face ao que consideram como “o diferente”. A forma como as pessoas “diferentes” têm sido encaradas em diversos momentos históricos traduz, de alguma forma, fatores de ordem social, cultural, religiosa e económica, próprios das diversas épocas (Pereira, 1999). Na última década, foram introduzidas mudanças significativas no apoio a prestar aos alunos com Necessidades Educativas Especiais (NEE) pelas escolas do ensino regular. O Decreto-Lei no 3/2008, de 7 de Janeiro veio revogar o Decreto-Lei no 319/91, de 23 de Agosto, o qual determina os apoios especializados a prestar aos alunos com NEE. Este diploma gerou muita controvérsia por parte dos investigadores nacionais, por limitar o público-alvo de apoios especializados e defender um modelo de avaliação das NEE por referência à Classificação Internacional de funcionalidade, incapacidade e saúde (CIF). Uma década depois, o diplom...
História da Ciência e Ensino: construindo interfaces
Resumo As sociedades têm, ao longo dos tempos, desenvolvido práticas e conceitos diversos face ... more Resumo As sociedades têm, ao longo dos tempos, desenvolvido práticas e conceitos diversos face ao que consideram como “o diferente”. A forma como as pessoas “diferentes” têm sido encaradas em diversos momentos históricos traduz, de alguma forma, fatores de ordem social, cultural, religiosa e económica, próprios das diversas épocas (Pereira, 1999). Na última década, foram introduzidas mudanças significativas no apoio a prestar aos alunos com Necessidades Educativas Especiais (NEE) pelas escolas do ensino regular. O Decreto-Lei no 3/2008, de 7 de Janeiro veio revogar o Decreto-Lei no 319/91, de 23 de Agosto, o qual determina os apoios especializados a prestar aos alunos com NEE. Este diploma gerou muita controvérsia por parte dos investigadores nacionais, por limitar o público-alvo de apoios especializados e defender um modelo de avaliação das NEE por referência à Classificação Internacional de funcionalidade, incapacidade e saúde (CIF). Uma década depois, o diplom...
The current research was performed within the ENtRANCE Erasmus+ project in order to identify how ... more The current research was performed within the ENtRANCE Erasmus+ project in order to identify how may Portuguese Higher Education Institutions (HEI) provide independent participatory research support in response to concerns experienced by civil society, namely based on EU societal challenges. Even though the Biosense project [1] assumed the creation of the first Science Shop in Portugal, it was only active between 2011 and 2013 and there is still no formal evidence of any other one. Nevertheless, several Portuguese HEIs already provide informal services on behalf of citizens and local civil society. In order to better understand the context of local communities, a CSO (civil society organizations) needs study was conducted in Portugal, as well as in other partner countries of the project. This study was conducted using a mixed methods approach consisting of literature review, online survey and qualitative interviews to the diverse types of CSOs. The results reveal that the majority of Portuguese CSOs need HEI support to help vulnerable people like children and old people at risk, handicaped and poor people, etc. Thus, the activities that promote well-being, health and an inclusive society are the most common, but all societal challenges are partially covered by Portuguese CSOs except Intelligent, green and integrated transport. Thirty-one organizations (83,2%) would like to collaborate more with HEIs through research and they provide. Teachers and researchers' competences at Maia University Institute (ISMAI) and Maia Polytechnic Institute (IPMAIA) cover all areas of the 7 societal challenges. In particular, they collaborate with Research Methods' course students. The students get to know the research topics provided by the CSOs in the needs study and then they create multidisciplinary groups and choose one of the research topics/CSOs in order to perform two semesters of applied research using mixed methods. These multidisciplinary students with the support of the teachers and researchers of each research area contribute with an innovative method starting by qualitative and proceeding with quantitative approaches in order to balance between depth and breadth [2] of the research topics they chose. The end result is a case study [3] which is the best short format to publish the results but especially to share them with the CSOs. Therefore this collaborative process, similar to a new service development [e.g. 4], may be repeated every school year in order to formalize a Portuguese Science Shop that provides research services to civil society.
História da Ciência e Ensino: construindo interfaces, 2019
Resumo As sociedades têm, ao longo dos tempos, desenvolvido práticas e conceitos diversos face ... more Resumo As sociedades têm, ao longo dos tempos, desenvolvido práticas e conceitos diversos face ao que consideram como “o diferente”. A forma como as pessoas “diferentes” têm sido encaradas em diversos momentos históricos traduz, de alguma forma, fatores de ordem social, cultural, religiosa e económica, próprios das diversas épocas (Pereira, 1999). Na última década, foram introduzidas mudanças significativas no apoio a prestar aos alunos com Necessidades Educativas Especiais (NEE) pelas escolas do ensino regular. O Decreto-Lei no 3/2008, de 7 de Janeiro veio revogar o Decreto-Lei no 319/91, de 23 de Agosto, o qual determina os apoios especializados a prestar aos alunos com NEE. Este diploma gerou muita controvérsia por parte dos investigadores nacionais, por limitar o público-alvo de apoios especializados e defender um modelo de avaliação das NEE por referência à Classificação Internacional de funcionalidade, incapacidade e saúde (CIF). Uma década depois, o diplom...
História da Ciência e Ensino: construindo interfaces
Resumo As sociedades têm, ao longo dos tempos, desenvolvido práticas e conceitos diversos face ... more Resumo As sociedades têm, ao longo dos tempos, desenvolvido práticas e conceitos diversos face ao que consideram como “o diferente”. A forma como as pessoas “diferentes” têm sido encaradas em diversos momentos históricos traduz, de alguma forma, fatores de ordem social, cultural, religiosa e económica, próprios das diversas épocas (Pereira, 1999). Na última década, foram introduzidas mudanças significativas no apoio a prestar aos alunos com Necessidades Educativas Especiais (NEE) pelas escolas do ensino regular. O Decreto-Lei no 3/2008, de 7 de Janeiro veio revogar o Decreto-Lei no 319/91, de 23 de Agosto, o qual determina os apoios especializados a prestar aos alunos com NEE. Este diploma gerou muita controvérsia por parte dos investigadores nacionais, por limitar o público-alvo de apoios especializados e defender um modelo de avaliação das NEE por referência à Classificação Internacional de funcionalidade, incapacidade e saúde (CIF). Uma década depois, o diplom...
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