tag:blogger.com,1999:blog-5202340607451143232024-03-13T12:29:15.429-07:00DIRECTORES DE TURMA DA EB123 DE GONDIFELOSA educação desenvolve as faculdades, mas não as cria
(Voltaire)Unknownnoreply@blogger.comBlogger38125tag:blogger.com,1999:blog-520234060745114323.post-64321941903126648302011-12-12T11:24:00.000-08:002011-12-12T11:24:40.408-08:00O FUTURO DA NOSSA SOCIEDADE PREVISTO POR ALDOUS HUXLEY....DÁ QUE PENSAR...<div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/LIo4H7T-NB8?feature=player_embedded' frameborder='0'></iframe></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-520234060745114323.post-62880382842890285532011-12-01T11:49:00.000-08:002011-12-01T11:49:09.312-08:00INTERESSANTE..COMO MOTIVAR OS ALUNOS NA ESCOLA...Increasing Student Motivation...<div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/vYf4CbL-wM0?feature=player_embedded' frameborder='0'></iframe></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-520234060745114323.post-8313471887430644722011-11-08T04:02:00.001-08:002011-11-08T04:09:02.510-08:00FINLÂNDIA 2 - O ENSINO CIENTÍFICO<iframe frameborder="0" height="486" src="http://dotsub.com/media/72fab93f-3894-4823-b662-df1d8eec2775/e/m" width="486"></iframe>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-520234060745114323.post-64075897875477199152011-11-08T04:00:00.001-08:002011-11-08T04:08:29.844-08:00FINLÂNDIA O FACTOR HUMANO NO ENSINO...<iframe frameborder="0" height="486" src="http://dotsub.com/media/5138893c-a7cd-404e-ba64-87201c1f6b57/e/m" width="486"></iframe>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-520234060745114323.post-51433061408697624132011-11-03T04:20:00.000-07:002011-11-03T04:20:01.302-07:00My Teacher, My Hero 2010 ....O QUE POR CÁ SE DEVIA FAZER MAS NÃO SE FAZ... MUITO PELO CONTRÁRIO....<div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/sr0FRIY6RMs?feature=player_embedded' frameborder='0'></iframe></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-520234060745114323.post-81485525277678034312011-11-03T04:16:00.000-07:002011-11-03T04:16:24.794-07:00O PROFESSOR MULTITASK DOS NOSSOS DIAS...<div class="separator" style="clear: both; text-align: center;"><object class="BLOGGER-youtube-video" classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0" data-thumbnail-src="http://1.gvt0.com/vi/d_pGiUeVFEU/0.jpg" height="266" width="320"><param name="movie" value="http://www.youtube.com/v/d_pGiUeVFEU&fs=1&source=uds" /><param name="bgcolor" value="#FFFFFF" /><embed width="486" height="286" src="http://www.youtube.com/v/d_pGiUeVFEU&fs=1&source=uds" type="application/x-shockwave-flash"></embed></object></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-520234060745114323.post-33272550356582850942011-09-29T04:03:00.000-07:002011-09-29T04:03:30.986-07:00A EDUCAÇÃO PELA COREIA....<div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/knEjFn86gks?feature=player_embedded' frameborder='0'></iframe></div><div class="separator" style="clear: both; text-align: center;"><br />
</div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/QInnw-1-hzI?feature=player_embedded' frameborder='0'></iframe></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/tyZtlljMrbk?feature=player_embedded' frameborder='0'></iframe></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-520234060745114323.post-70866800257401164632011-09-14T03:22:00.000-07:002011-09-14T03:26:35.403-07:00CAROS COLEGAS MAIS UM NOVO ANO QUE COMEÇA ..UM BOM ANO ESCOLAR PARA TODOS...CARPE DIEM<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMXKqbw5lfBUFH9FQOlwQtu-VbrTZaZX07r_GSigLDPXIjouVzwXsqVwJk4LOoWYm-AfA20BuXfZhUPxsYlrNy5dyhSXXOZCOa_PfYp3L2n5nwH8nnfx130TV-SIlv5S_k9Mc-2ebBUHA/s400/tempo.bmp" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="313" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMXKqbw5lfBUFH9FQOlwQtu-VbrTZaZX07r_GSigLDPXIjouVzwXsqVwJk4LOoWYm-AfA20BuXfZhUPxsYlrNy5dyhSXXOZCOa_PfYp3L2n5nwH8nnfx130TV-SIlv5S_k9Mc-2ebBUHA/s400/tempo.bmp" width="400" /></a></div><br />
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<span style="color: #464545;"><span style="color: black;"><b>Não tenho pressa. Pressa de quê? </b></span><br />
<span style="color: black;"><b> Não têm pressa o sol e a lua: estão certos. </b></span><br />
<span style="color: black;"><b> Ter pressa é crer que a gente passa adiante das pernas, </b></span><br />
<span style="color: black;"><b> Ou que, dando um pulo, salta por cima da sombra. </b></span><br />
<span style="color: black;"><b> Não; não sei ter pressa. </b></span><br />
<span style="color: black;"><b> Se estendo o braço, chego exactamente aonde o meu braço chega – </b></span><br />
<span style="color: black;"><b> Nem um centímetro mais longe. </b></span><br />
<span style="color: black;"><b> Toco só onde toco, não aonde penso. </b></span><br />
<span style="color: black;"><b> Só me posso sentar aonde estou. </b></span><br />
<span style="color: black;"><b> E isto faz rir como todas as verdades absolutamente verdadeiras, </b></span><br />
<span style="color: black;"><b> Mas o que faz rir a valer é que nós pensamos sempre noutra coisa, </b></span><br />
<span style="color: black;"><b> E vivemos vadios da nossa realidade. </b></span><br />
<span style="color: black;"><b> E estamos sempre fora dela porque estamos aqui.</b></span></span><br />
<i>Alberto Caeiro</i>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-520234060745114323.post-6479599776524298102011-03-11T05:18:00.000-08:002011-03-11T05:19:19.819-08:00A educação não é a chave do sucesso económico Paul Krugman<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgql6-iohqghOgiadQym3HmmCOIUSP6Ktcn0v5u5gAXlo46zUoqQ88N-WcEbsi5NEewwiZW_TrJ-LPLT0WV5guZGbIs1y-cs1U9faVKWJeLxSwFBRGQrVGDjUGjIgng8aJMkPuB6-T4F4/s1600/educacao_0.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="255" q6="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgql6-iohqghOgiadQym3HmmCOIUSP6Ktcn0v5u5gAXlo46zUoqQ88N-WcEbsi5NEewwiZW_TrJ-LPLT0WV5guZGbIs1y-cs1U9faVKWJeLxSwFBRGQrVGDjUGjIgng8aJMkPuB6-T4F4/s400/educacao_0.jpg" width="400" /></a></div><br />
<br />
<br />
<b><span style="background-color: lime;">A educação não é a chave do sucesso económico<br />
por Paul Krugman, Publicado em 11 de Março de 2011 | Actualizado há 11 horas in Jornal I</span>Os empregos eliminados pelos computadores não são os manuais, mas os que envolvem rotinas. Estudar, como ter assistência médica, é um direito, mas não resolve o problema do desemprego<br />
A ideia de que a educação é a chave do sucesso económico é aceite por toda a gente; todos concordam que os empregos do futuro vão exigir um maior grau de qualificação. Foi por isso que, numa aparição pública na última sexta-feira com o antigo governador da Florida Jeb Bush, o presidente Barack Obama declarou que, "se quisermos melhores notícias na frente do emprego, temos de investir mais na educação".<br />
<br />
Só que toda a gente está enganada.<br />
<br />
No dia a seguir ao do evento Obama-Bush, o "The Times" publicou um artigo acerca do uso crescente de software em pesquisas de natureza jurídica. Acontece que os computadores podem analisar rapidamente milhares de documentos, desempenhando por um custo baixíssimo uma tarefa que antigamente exigia verdadeiros exércitos de advogados.<br />
<br />
A investigação jurídica não é um exemplo isolado. Como o artigo indica, o software também está a substituir os engenheiros em tarefas como a concepção de novos chips. De uma maneira mais geral, a ideia de que a tecnologia moderna elimina apenas empregos pouco qualificados, de que as pessoas com formação académica sofisticada não têm nada com que se preocupar, pode dominar a imprensa popular mas é claramente anacrónica - várias décadas.<br />
<br />
A realidade é que desde o início dos anos 90, mais ou menos, o mercado de trabalho dos Estados Unidos se tem caracterizado não por um aumento generalizado de competências, mas por um fenómeno diferente: tanto os empregos muito bem como muito mal pagos têm crescido imensamente, mas não os de remuneração média - aqueles com que contamos para alimentar uma classe média forte -, que têm ficado claramente para trás. E o fosso está a alargar-se: muitas das ocupações que cresceram de forma rápida nos anos 90 têm crescido de forma mais lenta nos últimos anos, ao mesmo tempo que o emprego mal pago e pouco qualificado tem aumentado.<br />
<br />
Por que razão está isto a acontecer? A ideia de que a formação académica se está a tornar cada vez mais importante assenta na noção aparentemente razoável de que os avanços da tecnologia aumentam as oportunidades de emprego para aqueles que trabalham com informação - em sentido lato, que os computadores favorecem aqueles que trabalham com a mente, prejudicando os que fazem trabalho manual.<br />
<br />
No entanto, há alguns anos, os economistas David Autor, Frank Levy e Richard Murnane defenderam que esta maneira de encarar o assunto está errada. Os computadores, dizem, são excelentes em tarefas de rotina, "de tipo cognitivo ou manual, que possam ser executadas seguindo regras explícitas". Assim, qualquer tarefa de rotina - uma categoria de que fazem parte muitos trabalhos não manuais - está na linha de fogo. Pelo contrário, qualquer trabalho que não possa ser executado seguindo regras explícitas - uma categoria que inclui muitos tipos de trabalho manual, de camionista a empregado da limpeza - vai tender a crescer com o progresso tecnológico.<br />
<br />
E é aqui que bate o ponto. A maior parte do trabalho manual que ainda não desapareceu na economia norte-americana é do tipo que é difícil de automatizar. Numa altura em que a força de trabalho em linhas de montagem nos Estados Unidos está reduzida a 6% da população activa, já não há muitos empregos deste tipo que possam ser eliminados. No entanto, muitos trabalhos de pessoas com formação e relativamente bem pagos podem vir a ser informatizados em breve. Os robôs domésticos são engraçados, mas os empregados domésticos ainda estão longe de passar à história; a investigação jurídica computorizada e o diagnóstico médico com ajuda computacional também já existem.<br />
<br />
E depois há a globalização. Em tempos só os operários tinham de se preocupar com a concorrência dos operários de outros países, mas a combinação entre informática e telecomunicações tornou possível transferir muitos trabalhos para outros países. A pesquisa dos meus colegas da Universidade de Princeton Alan Blinder e Alan Krueger sugere que os trabalhos altamente qualificados e muito bem pagos são, em certo sentido, mais facilmente deslocalizáveis que os menos qualificados e mais mal pagos. Se eles tiverem razão, o crescimento do comércio de serviços vai afectar ainda mais o mercado de trabalho norte-americano.<br />
<br />
De que maneira é que isto afecta a educação nos Estados Unidos?<br />
<br />
É um facto que temos um problema com a educação. O mais preocupante são as desigualdades à partida - as crianças inteligentes de famílias pobres têm menos probabilidades de concluir a faculdade que crianças muito menos inteligentes de meios mais ricos. Isto não só é escandaloso como representa um desperdício imenso do potencial humano do país.<br />
<br />
Mesmo assim, há coisas que a educação não tem capacidade de fazer. A ideia de que mandar mais jovens para a universidade poderia recuperar a nossa classe média é pura fantasia. Se hoje já não se pode dizer que um curso universitário assegura um bom emprego, a cada nova década isso vai sendo mais evidente.<br />
<br />
Assim, se quisermos uma sociedade em que a prosperidade é amplamente partilhada, a educação não é a resposta - teremos de construir essa sociedade directamente, pelas nossas mãos. Temos de devolver à força de trabalho o poder negocial que ele perdeu ao longo dos últimos 30 anos, de maneira que tanto um vulgar operário como uma superestrela possam exigir bons salários. Temos de garantir os direitos essenciais a todos os cidadãos, em especial o direito à saúde.<br />
<br />
O que não podemos é chegar onde queremos distribuindo mais formação universitária a torto e a direito. Podemos estar apenas a vender bilhetes para empregos que já não existem, ou então que não asseguram salários de classe média. Economista Nobel 2008<br />
<br />
Escreve à sexta-feira<br />
<br />
Jornal i/The New York Times </b>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-520234060745114323.post-12718649619491505012011-03-02T08:44:00.000-08:002011-03-02T08:44:04.863-08:00AVALIAÇÃO INTERCALAR FICHA DA TURMA<a title="View avaliação intercalar on Scribd" href="http://www.scribd.com/doc/49864478/avaliacao-intercalar" style="margin: 12px auto 6px auto; font-family: Helvetica,Arial,Sans-serif; font-style: normal; font-variant: normal; font-weight: normal; font-size: 14px; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none; display: block; text-decoration: underline;">avaliação intercalar</a> <object id="doc_496135058236662" name="doc_496135058236662" height="600" width="100%" type="application/x-shockwave-flash" data="http://d1.scribdassets.com/ScribdViewer.swf" style="outline:none;" > <param name="movie" value="http://d1.scribdassets.com/ScribdViewer.swf"><param name="wmode" value="opaque"><param name="bgcolor" value="#ffffff"><param name="allowFullScreen" value="true"><param name="allowScriptAccess" value="always"><param name="FlashVars" value="document_id=49864478&access_key=key-29f8xu27rzj3ygo2zm47&page=1&viewMode=list"><embed id="doc_496135058236662" name="doc_496135058236662" src="http://d1.scribdassets.com/ScribdViewer.swf?document_id=49864478&access_key=key-29f8xu27rzj3ygo2zm47&page=1&viewMode=list" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" height="600" width="100%" wmode="opaque" bgcolor="#ffffff"></embed> </object>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-520234060745114323.post-37626780352300447172011-03-02T08:40:00.000-08:002011-03-02T08:40:33.261-08:00O DESPACHO -REUNIÕES INTERCALARES DE FEVEREIRO/ MARÇO<a title="View reuniões intercalares DTurma Fevereiro 2010 on Scribd" href="http://www.scribd.com/doc/49863804/reunioes-intercalares-DTurma-Fevereiro-2010" style="margin: 12px auto 6px auto; 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display: block; font-size-adjust: none; font-stretch: normal; font: 14px Helvetica,Arial,Sans-serif; margin: 12px auto 6px; text-decoration: underline;" title="View Resumo_Av._Turma on Scribd">Resumo_Av._Turma</a> <object data="http://d1.scribdassets.com/ScribdViewer.swf" height="600" id="doc_492261871100156" name="doc_492261871100156" style="outline-color: invert; outline-style: none; outline-width: medium;" type="application/x-shockwave-flash" width="100%"> <param name="movie" value="http://d1.scribdassets.com/ScribdViewer.swf"> <param name="wmode" value="opaque"> <param name="bgcolor" value="#ffffff"> <param name="allowFullScreen" value="true"> <param name="allowScriptAccess" value="always"> <param name="FlashVars" value="document_id=49850963&access_key=key-26tbjzsomfz8l0pv2ug8&page=1&viewMode=list"> <embed id="doc_492261871100156" name="doc_492261871100156" src="http://d1.scribdassets.com/ScribdViewer.swf?document_id=49850963&access_key=key-26tbjzsomfz8l0pv2ug8&page=1&viewMode=list" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" height="600" width="100%" wmode="opaque" bgcolor="#ffffff"></embed> </object>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-520234060745114323.post-16033513487568426492011-03-01T04:31:00.001-08:002011-03-01T04:31:12.383-08:00Plano de Recuperação do 3º Ciclo<a href="http://www.scribd.com/doc/49772074/Planos-de-PR-PA-PD-AEGondifelos-3-ciclo-1-1" style="-x-system-font: none; display: block; font-size-adjust: none; font-stretch: normal; font: 14px Helvetica,Arial,Sans-serif; margin: 12px auto 6px; text-decoration: underline;" title="View Planos_de_PR_PA_PD_AEGondifelos_3_ciclo[1][1] on Scribd">Planos_de_PR_PA_PD_AEGondifelos_3_ciclo[1][1]</a> <object data="http://d1.scribdassets.com/ScribdViewer.swf" height="600" id="doc_384653243388863" name="doc_384653243388863" style="outline-color: invert; outline-style: none; outline-width: medium;" type="application/x-shockwave-flash" width="100%"> <param name="movie" value="http://d1.scribdassets.com/ScribdViewer.swf"> <param name="wmode" value="opaque"> <param name="bgcolor" value="#ffffff"> <param name="allowFullScreen" value="true"> <param name="allowScriptAccess" value="always"> <param name="FlashVars" value="document_id=49772074&access_key=key-eear8bbcddbn1ss7r5y&page=1&viewMode=list"> <embed id="doc_384653243388863" name="doc_384653243388863" src="http://d1.scribdassets.com/ScribdViewer.swf?document_id=49772074&access_key=key-eear8bbcddbn1ss7r5y&page=1&viewMode=list" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" height="600" width="100%" wmode="opaque" bgcolor="#ffffff"></embed> </object>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-520234060745114323.post-27439020295317779752011-03-01T04:26:00.000-08:002011-03-01T04:28:40.528-08:00PLANO DE RECUPERAÇÃO 2º CICLO <a href="http://www.scribd.com/doc/49771785/Planos-de-PR-PA-PD-AEGondifelos-2-ciclo-1-1" style="-x-system-font: none; display: block; font-size-adjust: none; font-stretch: normal; font: 14px Helvetica,Arial,Sans-serif; margin: 12px auto 6px; text-decoration: underline;" title="View Planos_de_PR_PA_PD_AEGondifelos_2_ciclo[1][1] on Scribd">Planos_de_PR_PA_PD_AEGondifelos_2_ciclo[1][1]</a> <object data="http://d1.scribdassets.com/ScribdViewer.swf" height="600" id="doc_246671039007514" name="doc_246671039007514" style="outline-color: invert; outline-style: none; outline-width: medium;" type="application/x-shockwave-flash" width="100%"> <param name="movie" value="http://d1.scribdassets.com/ScribdViewer.swf"> <param name="wmode" value="opaque"> <param name="bgcolor" value="#ffffff"> <param name="allowFullScreen" value="true"> <param name="allowScriptAccess" value="always"> <param name="FlashVars" value="document_id=49771785&access_key=key-299lx1ir172cuktakwcw&page=1&viewMode=list"> <embed id="doc_246671039007514" name="doc_246671039007514" src="http://d1.scribdassets.com/ScribdViewer.swf?document_id=49771785&access_key=key-299lx1ir172cuktakwcw&page=1&viewMode=list" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" height="600" width="100%" wmode="opaque" bgcolor="#ffffff"></embed> </object>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-520234060745114323.post-71763931803221295232011-03-01T03:10:00.000-08:002011-03-01T03:55:56.874-08:00POR GENTILEZA DO COLEGA AD DUO..UMA INFORMAÇÃO SOBRE A CERTIFICAÇÃO TIC E COMO PROCEDER PARA OBTER A MESMA..MUITO ÚTIL.<a href="http://www.google.pt/imgres?imgurl=http://blogdaformacao.files.wordpress.com/2008/12/rvccd.jpg&imgrefurl=https://blogdaformacao.wordpress.com/tag/competencias-tic/&usg=__BDdGtLqVrBgUlxstbUggxGlkm50=&h=433&w=863&sz=46&hl=pt-pt&start=0&zoom=1&tbnid=8A7jcQnCO00g8M:&tbnh=94&tbnw=187&ei=0NNsTaO0C9DC4gb32JGnBA&prev=/images%3Fq%3Dcertifica%25C3%25A7%25C3%25A3o%2Btic%26um%3D1%26hl%3Dpt-pt%26sa%3DN%26biw%3D1259%26bih%3D880%26tbs%3Disch:1&um=1&itbs=1&iact=rc&dur=295&oei=0NNsTaO0C9DC4gb32JGnBA&page=1&ndsp=32&ved=1t:429,r:15,s:0&tx=73&ty=62"><img height="323" id="il_fi" src="http://blogdaformacao.files.wordpress.com/2008/12/rvccd.jpg" style="padding-bottom: 8px; padding-right: 8px; padding-top: 8px;" width="456" /></a><br />
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<a href="http://adduo.blogspot.com/">http://adduo.blogspot.com/</a><br />
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<strong>Requerer a Certificação TIC - nível 1</strong><br />
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<strong>Numa altura em que a certificação em competências TIC já começa a ser exigida, Ad duo apresenta o recurso Guião para requerer a Certificação em Competências Digitais (nível 1). Enuncia-se os procedimentos a efectuar.</strong><br />
<strong>Procedimentos a ter para obter a certificação TIC:</strong><br />
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<a href="http://adduo.blogspot.com/2011/02/requerer-certificacao-tic-nivel-1.html">http://adduo.blogspot.com/2011/02/requerer-certificacao-tic-nivel-1.html</a><br />
<a href="http://www.scribd.com/full/34014751?access_key=key-2dkq3fid2bante7vv4fa">http://www.scribd.com/full/34014751?access_key=key-2dkq3fid2bante7vv4fa</a><br />
<a href="http://www.scribd.com/full/30178887?access_key=key-dzujll78obva2rhgjf">http://www.scribd.com/full/30178887?access_key=key-dzujll78obva2rhgjf</a><br />
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<strong>Elenca-se em baixo, os documentos relacionados com a certificação em competências TIC:</strong><br />
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<strong>Portaria n.º 731/2009, 7.jul - Cria o sistema de formação e de certificação em competências TIC (tecnologias de informação e comunicação) para docentes em exercício de funções nos estabelecimentos da educação pré-escolar e dos ensinos básicos e secundário;</strong><br />
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<strong>Portaria n.º 224/2010, 20.abr - Altera o anexo i à Portaria n.º 731/2009, de 7 de Julho, que cria o sistema de formação e de certificação em competências TIC (tecnologias de informação e comunicação) para docentes em exercício de funções nos estabelecimentos da educação pré-escolar e dos ensinos básico e secundário;</strong><br />
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<strong>Despacho n.º 27495/2009, 23.dez - Aprova os modelos de certificado de competências TIC;</strong><br />
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<strong>Despacho n.º 1264/2010, 19.jan - Aprova a lista de certificados e diplomas que permitem ao docente requerer a certificação de competências digitais;</strong><br />
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<strong>Despacho n.º 11100/2010, 6.jul - Despacho formação competências TIC. </strong><br />
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<strong>Outro recurso Ad duo:</strong><br />
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<strong>Fluxograma com o procedimento de certificação de competências em TIC. </strong><br />
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Legislação:<br />
<a href="http://www.scribd.com/full/24717323?access_key=key-1emtlpnquja0zeaahptl">http://www.scribd.com/full/24717323?access_key=key-1emtlpnquja0zeaahptl</a><br />
<a href="http://www.scribd.com/full/30244778?access_key=key-npzfuuniv73wgifd9kk">http://www.scribd.com/full/30244778?access_key=key-npzfuuniv73wgifd9kk</a><br />
<a href="http://www.scribd.com/full/49489498?access_key=key-15pfos5wrjinq48t6qvi">http://www.scribd.com/full/49489498?access_key=key-15pfos5wrjinq48t6qvi</a><br />
<a href="http://www.scribd.com/full/30179083?access_key=key-1jxs341m944pmay1jzhe">http://www.scribd.com/full/30179083?access_key=key-1jxs341m944pmay1jzhe</a><br />
<a href="http://www.scribd.com/full/34014751?access_key=key-2dkq3fid2bante7vv4fa">http://www.scribd.com/full/34014751?access_key=key-2dkq3fid2bante7vv4fa</a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-520234060745114323.post-57965106766485034232011-01-17T04:46:00.000-08:002011-01-17T04:49:15.686-08:00Denmark: More Democracy in Education ..OU COMO DEVIA SER A ESCOLA....<object width="400" height="250"><param name="movie" value="http://www.youtube.com/v/eP1JxqHFC5c?fs=1&hl=pt_PT"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/eP1JxqHFC5c?fs=1&hl=pt_PT" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="400" height="250"></embed></object>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-520234060745114323.post-34458175076090532422011-01-04T09:03:00.000-08:002011-01-04T09:06:13.023-08:00A ESCOLA NA DINAMARCA<object height="385" width="480"><param name="movie" value="http://www.youtube.com/v/qE1zFYyQEXs?fs=1&hl=pt_BR"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/qE1zFYyQEXs?fs=1&hl=pt_BR" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385"></embed></object><br />
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<object height="385" width="480"><param name="movie" value="http://www.youtube.com/v/GI2IEZHA26k?fs=1&hl=pt_BR"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/GI2IEZHA26k?fs=1&hl=pt_BR" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385"></embed></object>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-520234060745114323.post-43321796631594577712011-01-04T08:54:00.000-08:002011-01-04T08:56:31.630-08:00<strong>Redesigning Education: Rethinking the School Corridor </strong><br />
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<strong>BY Trung LeFri Mar 26, 2010 </strong><br />
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<strong>"I am entirely certain that twenty years from now we will look back at education as it is practiced in most schools today and wonder how we could have tolerated anything so primitive."</strong><br />
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<strong>- John W. Gardner, Secretary of Health, Education and Welfare, "No Easy Victories" (1968) </strong><br />
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<strong>Education reform is in the air and taking root in thousands of classrooms across the country. From overhauling No Child Left Behind to closing poorly performing schools and raising student expectations, the push for change is powerful. Yet, the space where most learning takes place--the school and classroom--has changed little over the last 200 years. </strong><br />
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</strong><strong>Even before students set foot in a classroom, most schools still are built like factories: long hallways, lined with metal lockers, transport students to identical, self-contained classrooms. School designers call these hallways "double-loaded corridors." The factory model of control and direct instruction still pervades most new schools. If we are to have thorough-going school reform, we must change the design model, too, starting with the place students first enter the school.</strong><br />
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<strong>School designers have used the double loaded corridor for easy circulation. It met its single purpose of moving kids from one contained classroom to the next at the sound of the bell. Now, when every aspect of a school's design budget is being questioned, the square footage allocated to the double-loaded corridor accounts, on average, for up to 30% on the total. Roughly one-third of the typical school building is used not for learning, growing, or interacting, but for getting to the places where that happens.</strong><br />
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<strong>Photo courtesy of the American Architecture Foundation</strong><br />
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<strong>Let's design hallways with human beings in mind. Dispense with the banging of metal lockers and the hallway chaos in favor of daylight, colors and the connection to the outside. Corridors can be spaces for informal learning, to display work, to meet and to reflect, as shown in the Denver School of Science and Technology designed by Klipp. Adding furniture, nooks, information portals and views into classrooms, or the outdoors will invite students and visitors to slow down and interact in new ways - to learn in the places that were formerly strictly for transport.</strong><br />
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<strong>Photo by Nigel Young/Foster+Partners</strong><br />
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<strong>Better yet, get rid of corridors all together: Encourage learning to happen throughout a school building by creating spaces that allow ideas to circulate as readily as foot traffic. At Thomas Deacon Academy in Peterborough, England, designed by Foster + Partners, learning spaces freely flow into each other. Students can see different types of learning occurring all around them and every inch of the school can be used to educate. </strong><br />
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<strong>At the Hellerup Skoll in Hellerup, Denmark designed by Arkitema Architects, the school's stairs and hallways double as a space where the whole school community can gather and learn together. The school leader's office is located in the center of the school, without walls, because he wanted to be able to see the students throughout the day and because he believed it was important for students to see adults interact professionally and respectfully with each other, setting an example for the young students.</strong><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhK60kI4madNzyxvN5pdm31VfmGr_DcaL8XUk9R5y24aHqRzafxg4Ya59jsrUUrg6PL2dSmfm2V5kluFavkhCssN4R6Z0Xo6fAlXZoEL2GoDgL8l7wq13ToBhFyLjOO897PNHpcIKU11Qc/s1600/miamidade.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="288" n4="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhK60kI4madNzyxvN5pdm31VfmGr_DcaL8XUk9R5y24aHqRzafxg4Ya59jsrUUrg6PL2dSmfm2V5kluFavkhCssN4R6Z0Xo6fAlXZoEL2GoDgL8l7wq13ToBhFyLjOO897PNHpcIKU11Qc/s400/miamidade.jpg" width="400" /></a></div><strong>Photo by Dan Forer</strong><br />
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<strong>Why pay to build and clean hallways when you live in a climate that allows people to be outside year-round? The Miami-Dade County Prototype School in Hialeah Gardens, Florida, designed by M. C. Harry and Associates, Inc. has outdoor corridors and a "Main Street" gathering space, allowing students to get fresh air on gorgeous days. Or consider the Bronx Charter School for the Arts and how it maximized its space by having wide entrances and hallways that flow into each other. This configuration reduces the amount of space needed, allows students to see each other learning, and lets daylight permeate more spaces. </strong><br />
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<strong>Working with educators, parents, and students, the design community can play an important role in transforming teaching and learning. We can start where students start--designing corridors that encourage ideas to circulate as freely as foot traffic.</strong><br />
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<strong>Read Trung Le's blog Design Education</strong><br />
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<strong>Browse more blogs by Expert Designers</strong><br />
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<strong>Trung Le is a principal education designer at Cannon Design. Over the past two years he has helped lead an interdisciplinary group of designers and educators from the U.S., U.K., Canada, and Germany, to collaborate on a research project that resulted in the publication The Third Teacher: 79 Ways You Can Use Design to Transform Teaching & Learning. The term "the third teacher" is derived from Loris Malaguzzi, founder of the Reggio Emilia approach to learning and who wrote about the three teachers of children: adults, peers and the physical environment. Environment, said Malaguzzi, is "the third teacher."</strong><br />
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</strong>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-520234060745114323.post-4755854010507118772011-01-04T08:45:00.000-08:002011-01-04T08:45:24.869-08:00A escola do futuro não terá intervalos nem campainhas...<strong>A escola do futuro não terá intervalos nem campainhas</strong><br />
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<strong>22 Setembro, 2010 </strong><br />
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<strong>No artigo “</strong><a href="http://www.guardian.co.uk/uk/2007/aug/26/newschools.schools"><strong>No break, no bells in school of the future</strong></a><strong>”, publicado no The Observer, é apresentada a Thomas Deacon Academy, uma escola pública inglesa, inaugurada em 2007, que utiliza o inovador método de ensino criado pelo seu Director, Paul Kelley. Nesta escola do futuro, com 2200 alunos dos 11 aos 18 anos, as aulas podem ter apenas 8 minutos, os intervalos são flexíveis, as campainhas não tocam, as aulas de ioga são obrigatórias, não há recreio para brincar e a arquitectura dos edifícios faz lembrar um centro comercial.</strong><br />
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<strong>Segundo Stephen Heppell, consultor do governo britânico no projecto de modernização das escolas, a </strong><a href="http://www.thomasdeaconacademy.com/page_viewer.asp?page=Welcome&pid=1"><strong>Thomas Deacon Academy</strong></a><strong> assinala o nascimento de um novo modelo de educação e, ao mesmo tempo, a morte da “escola fábrica” que durante mais de meio século funcionou como os restaurantes de fast-food.</strong><br />
<strong>Daqui:<a href="http://blogdaformacao.wordpress.com/tag/escola-fabrica/">http://blogdaformacao.wordpress.com/tag/escola-fabrica/</a></strong><br />
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</strong>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-520234060745114323.post-39467230777124833662011-01-04T07:42:00.000-08:002011-01-04T07:45:11.708-08:00AS ACADEMIAS E AS FREE SCHOOLS EM INGLATERRA.<object height="400" width="512"><param name="movie" value="http://news.bbc.co.uk/player/emp/external/player.swf"></param><param name="allowFullScreen" value="true"></param><param name="allowScriptAccess" value="always"></param><param name="FlashVars" value="config=http%3A//news.bbc.co.uk/player/emp/config/default.xml%3F10_17_10_17_301547_20101019102320&playlist=http%3A//playlists.bbc.co.uk/news/10161564A/playlist.sxml&config_settings_language=defaultconfig_plugin_fmtjLiveStats_pageType=eav6&config_settings_showPopoutButton=false&config_settings_showPopoutCta=false&config_settings_addReferrerToPlaylistRequest=true"></param><embed src="http://news.bbc.co.uk/player/emp/external/player.swf" type="application/x-shockwave-flash" allowfullscreen="true" allowScriptAccess="always" width="512" height="400" FlashVars="config=http%3A//news.bbc.co.uk/player/emp/config/default.xml%3F10_17_10_17_301547_20101019102320&playlist=http%3A//playlists.bbc.co.uk/news/10161564A/playlist.sxml&config_settings_language=defaultconfig_plugin_fmtjLiveStats_pageType=eav6&config_settings_showPopoutButton=false&config_settings_showPopoutCta=false&config_settings_addReferrerToPlaylistRequest=true&config_settings_showFooter=true"></embed></object><br />
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<a href="http://www.bbc.co.uk/news/10159448"><a href="http://www.bbc.co.uk/news/10159448"></a></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-520234060745114323.post-65376486374810945362011-01-04T07:24:00.000-08:002011-01-04T07:59:26.589-08:00School Image: Expectations & Controversies<div class="separator" style="clear: both; text-align: center;"></div><div style="margin-left: 1em; margin-right: 1em;"><img class="rg_hi" data-height="262" data-width="192" height="262" id="rg_hi" src="http://t0.gstatic.com/images?q=tbn:ANd9GcTYbVUhrsgx1dw7-9qwlyiqQtaKpw9OF4kt1LSECxRMcQsbXTKQ" style="height: 262px; width: 192px;" width="192" /></div><br />
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<b><br />
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R<b>ewritten from parts of Chapter 2 in Gary K. Clabaugh & Edward G. Rozycki <br />
<br />
Understanding Schools: the foundations of education Harper & Row 1990.<br />
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<span style="color: red;">I dentify your preferred school image using this Survey Link.</span> <br />
<br />
Related Article:<br />
<br />
The School as Organization<br />
<br />
RETURN<br />
<br />
edited 2/10/09 <br />
<br />
CONTENTS <br />
<br />
<span style="color: red;">Three Images of the School <br />
</span>The Moral Community: school as temple <br />
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The Production Unit: school as factory <br />
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The Political Arena: school as town meeting<br />
<br />
Comparing the Images<br />
<br />
<span style="color: red;">School Images: costs and benefits</span><br />
Schooling in the United States is an enterprise that has long been fraught with disagreement. Controversies have persisted in the face of concerted effort by intelligent people to address them. People disagree as to what schooling should be because they have different expectations of the school. These expectations can be understood in terms of their having three different images of the school, the Temple , the Factory and the Town Meeting. Conflicting images generate conflicting expectations. Conflicting expectations maintain school controversies. Let's look at this more closely. <br />
<br />
<span style="background-color: red;"><span style="color: red;"><span style="background-color: white;">Three Images of the School</span></span></span>The most common complaint that teachers make of students is that they lack interest in their studies1 But techniques of motivation have been known since antiquity. Why don't schools use torture chambers or brothels to provide motivation? The great majority of us would agree that it's immoral to do so. <br />
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Some school districts pay certain students to attend school. This is often objected to as improper. But why is it done? It's effective in getting them to attend. <br />
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A large school district threatened to discontinue football on the grounds that it was too costly per student to justify it over educational necessities such as reading and summer school. Powerful members of the community prevailed on the superintendent to change his mind. He did, after extracting from them pledges of substantial financial support. But why not just drop the football? It would have been impolitic. <br />
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At a school board meeting of the Springfield, Montgomery County, Pennsylvania School District held in 1992, parents described the kind of superintendent they wanted to replace the one then retiring. Here are some of the descriptions offered by various community members: "strong leadership," "child-focussed," "focus on the future," "team-builder," "responsive to the needs (of children)," "someone who is proactive," "knows right from wrong," "can get all the constituents together," " employs interactive management," "should recognize students as individuals that require undivided attention." If we assume that God was not applying for the position we can appreciate how very demanding and possibly conflicting these characteristics might be in a single individual. But these characterizations are not merely some hodge-podge. They focus about three points, forming constellations of expectations we will call expectations models of the school. <br />
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What is the school that people worry about its being moral and effective and politic, often all at the same time? It is a very complex organization and it is often best to approach complexity through piecemeal simplicity. Better to ask, what is the school like? A school is like a church or temple. A school is like a factory. A school is like a town meeting, a political forum where different interests meet to trade off support on common means to ends they may not share. But the school is different from all these in being complex enough to incorporate them all in itself, albeit with difficulty. We will see that because the school is perceived as different things by different people, their expectations are different. Because certain images of the school are preferred by some, others by others, consensus on school issues can be hard to find. Controversy is the norm in education. <br />
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The Moral Community: School as Temple<br />
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Men, if they do not learn, will never know what is proper <br />
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--- Chinese Proverb <br />
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The most ancient and still most common image of the school is as a moral community, a temple of learning.2 . In our pluralistic society this image captures for many the breadth and depth of consensus hard to find in the multiple and shifting associations of our daily lives. As a temple, the school's primary function is nurturant and formative. The principal is the moral leader, a high priest. Teachers are clergy. Students are novices being inducted into the order. What is studied is good; what is ignored is ignoble. What the teacher or principal tells you, you do. The rules of the school are sacrosanct; authority is unquestioned. Success is acceptance as a properly educated person; a kind of character formation. Infractions are moral evils, a kind of sin. <br />
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This depiction is exaggerated but captures what many parents and students expect of the school3 A study of parent expectations in middle schools indicates the top five of nine in rank order are: <br />
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- Children should be physically and psychologically safe. <br />
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- Each child should know an adult well enough to confide in. <br />
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- The school should be concerned that students have "constructive" friends. <br />
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- The school should get kids involved in activities. <br />
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- Kids should have enough good experiences to want to return the next day. <br />
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Their next four expectations were that the middle school should prepare a student for high school, it should keep parents informed, it should make parents feel welcome and it should teach parents about adolescent behavior. <br />
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Clearly the parents conceive of the school as a "normative community" where "proper" nurturance is provided. There seems to be less concern on the parents' part for what the kids might want to do, since the school is to monitor their friendships and get them involved in activities. (Every educator encounters this demand sooner or later: "Make the kids do what I think is proper, but keep them happy in the process.") <br />
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The image of the school as moral community is reinforced in a variety of ways. Sports letters, pins and honor codes are used to bolster community4 The most efficient techniques of testscore maximization are condemned as cheating. Gossip about faculty is of particular interest and can lead to their dismissal. The most effective teacher can be fired for moral turpitude;5 indeed, it has been character, not knowledge, upon which hiring and firing faculty has traditionally been based. <br />
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The Production Unit: School as Factory<br />
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In a productive organization, the management must determine the order and sequence of all of the various processes through which the raw material or the partially developed product shall pass, in order to bring about the greatest possible effectiveness and economy; and it must see that the raw material or partially finished product is actually passed on from process to process, from worker to worker, in the manner that is most effective and most economical" <br />
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----- John Franklin Bobbitt 6 <br />
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The factory model of the school, like the temple, does not permit questioning its basic authority. Its values and goals are preordained. What differs however is that where the main concern of the temple is propriety, the main concern of the factory is efficiency. Accordingly the roles played by various participants are interpreted differently. <br />
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The principal is CEO or production manager — “instructional leader” to use a term very much in vogue. Teachers are workers or foremen to students’ being, respectively, raw material or workers. Success is judged by testing outputs. Infractions are dealt with because they impede production. <br />
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School people tend to prefer the factory model, particularly administrators, as it ties into newer scientific traditions7 In the study cited below 552 secondary principals provided data for a survey compiled to determined whether what principals did matched what they preferred to do. In chart 1 ten tasks are organized so that they go from practices characteristic of a moral community leader to practices of the director of a productive unit8 The numbers indicate the actual rank of these activities in the principals' daily routine and the rank the principals desired they have <br />
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The Actual vs. Desired Rank of Principals' Duties <br />
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Moral Rank Principal's Duties Actual Rank <br />
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Desired Rank <br />
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1 Self-Evaluator 10 10 <br />
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2 Disciplinarian 2 9 <br />
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3 Staff Selector 9 3 <br />
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4 Teacher Evaluator 3 5 <br />
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5 Morale Builder 7 6 <br />
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6 PR Facilitator 6 7 <br />
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7 Curriculum Supervisor 8 2 <br />
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8 Instructional Supervisor 5 1 <br />
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9 Public Services.Coordinator 4 8 <br />
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10 Program Adminstrator 1 4 <br />
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chart 1 <br />
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From the chart it seems that neither the actual nor desired rank of the principal's daily activities corresponds clearly to that of either a moral leader or the CEO of a productive organization. Certainly, discipline is a moral task of high order. But is not desired by the principals, even though it is an high frequency actual task. Also confusing is the fact that principals want to select teachers, but not to evaluate them? And they neither want to nor are often required to do selfevaluation. What this all likely indicates is the deep conflict and confusion that the different images create in expectation and judgment9 <br />
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A particularly poignant conflict between the two models arises in the problem of discipline: should it be effective or fair? Effectively changing behavior for many students may require a wide range of very different treatments, individualized to the student. But is it fair to inflict widely different consequences for the same type of offense? The moral community demands fairness and leaves one vulnerable to criticisms of ineffectiveness. The productive unit requires effectiveness, running the risk of accusations of brutality, favoritism or overindulgence. <br />
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The expectations of the school as temple vs. those of the school as factory create many, many conflicts10 Even more tension is introduce by a third aspect of schooling: the marketplace, or school as political arena. <br />
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The Political Arena: school as town meeting <br />
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If teaching or managing schools were certain, clear, and straightforward tasks, then educators could find a haven in a professional culture or technology. But education is an indeterminate enterprise. Its purposes and technologies are unclear. Its goals are diverse, diffuse and disputed among various stakeholders. <br />
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-- Deal & Wiske 11 <br />
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It is upsetting to many people to think of the school as a Town Meeting (a political "marketplace," as economists understand the term). In such a forum, morals count for little, perhaps, at best, to create confidence about promises. What really matters are knowledge, position and power. Negotiation is the process but which concerns are dealt with and appeals to morality or efficiency are just part of this process. Again, this is an idealization that seldom appears full bloom in the real world. But there are unmistakable signs that schools function to some extent as does a Town Meeting. <br />
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Unhappy as people may be with the image of the school as a political forum, every parent, indeed, every citizen expects that school procedures and processes will be open to negotiation for their sake. Parents expect to be able to take their children with them on trips during the school year without the children suffering penalty for missing classes. They press principals to rescind suspensions or expunge disciplinary records. Community personages expect to be able to drop in for visits. Local committeepersons expect to be able to negotiate a use of school space for political purposes, etc. Teachers see less of this than principals, but it happens frequently. The expectation that the school will allow for negotiation defines the Town Meeting image of the school. <br />
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How would we understand the roles of different people under the Town Meeting image? The principal is the representative of an interest group: administration. An individual teacher represents teachers. A student, students. Each is a negotiator for the goals of his or her special interest group. Success under this model is judged by having and maintaining power: control of available resources. There are no infractions — right and wrong have no substantial meaning — only occasions for renegotiation. <br />
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David Hogan identifies four types of political issues in education: 12 <br />
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- structural issues, e..g. differentiated vs. vocational education, unionization, professionalization; <br />
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- human capital issues, e.g. conflicts among parents for school benefits for their children; <br />
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- cultural capital issues e.g. conflicts over curricular content or textbooks; <br />
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- displacement politics, e.g.schools becoming involved in outside conflicts. <br />
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So uncomfortable are people with the political aspect of schooling that they will recast the above conflicts as moral or technical problems. So it is that teachers debate the merits of vocational education and professionalization, arguing from technical considerations. Parents will argue that their children have special needs that entitle them to a larger share of the schools resources. Pressure groups will worry curriculum and book selection committees about the truth and morality of their decisions. <br />
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Political issues do have associated moral and technical arguments worthy of consideration. But it is not on the basis of a consensus on moral or technical agreements that these issues are decided, but rather by other processes, e.g. court suits, convincing state education commissioners, securing legislation from sympathetic representatives, etc. This is why they are political, rather than moral or technical issues. <br />
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The very nature of the political process poses problems for the teacher. Harry Broudy captures this dilemma cogently13 <br />
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Especially awkward for the public schools are the accounts of the civic and political process. Political action in all societies, but certainly in a democratic one, is suffused by a selfserving rhetoric. This is only to be expected because the rhetoric is intended to persuade the body politic to feel and vote in one way rather than another. Sophisticated adults understand this and discount a good deal of it, but young children may not. The school operates on the principle that it must reinforce the ideals the community professes and not the behavior that it tolerates. Yet it is difficult to keep up the pretense that the behavior of officials, elected and appointed, does not violate professed ideals. For one thing, the mass media are exposing the pretense daily; almost hourly. The peccadillos of politicians become media events. How much of this can the school teach as part of the social studies or social science curriculum? How does a junior high school social studies class handle Watergate? <br />
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Let's examine now the three images for contrast and comparison. <br />
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Comparing the Images<br />
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To review, we can contrast and compare the three images of the school in Chart 2. <br />
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IMAGES OF THE SCHOOL <br />
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Image Temple Factory Town Meeting <br />
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Role, Item <br />
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Principal High Priest Production Manager Negotiator <br />
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Teacher Clergy Worker Negotiator <br />
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Student Novice Raw Material Negotiator <br />
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Basis for Decision Morality, Propriety Efficiency Power <br />
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Success Attaining Intrinsic Goals Achieving Output Quotas Maintaining Power <br />
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Infraction Immorality Inefficiency (inapplicable) <br />
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Chart 2 <br />
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As we compare the three columns we can begin to understand how people with different images of the school might find it hard to agree on both ends and means in schooling. What makes for even greater difficulty is that people carry around a bit of each image of the school in their heads and are not aware of the potential for conflict the differences between them produce. Consider, for example, the way discipline might be conceived of under the different images. For the Temple, infractions are a moral affront; discipline is conceived as morally uplifting. For the Factory, infractions undercut efficiency; discipline is a kind of technical correction. At the Town Meeting it is not clear what kind of behavior is critically undesirable. Such political arenas are notorious for undisciplined displays of behavior. <br />
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Which image is the right one for the school? It depends upon what benefits we are looking for and what costs we are willing to bear. Our effort is give you the relevant data and methods of evaluation so you can develop an informed answer to such a question. <br />
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<br />
School Images: costs and benefits<br />
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Studying all of a school at once is virtually impossible. One inevitably looks at pieces and then seeks to put them together. The results are neither fully satisfying nor completely accurate. They are an approximation of reality. <br />
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--- John Goodlad, A Place Called School 14 <br />
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What is the school really? What should it be? A moral community: a temple, a monastery, fraternity or sorority? Is it a productive organization: a factory, a workshop, a basketball team? Or even a political marketplace: a town meeting, a freeforall, a jungle? In some ways, the school is a bit of all of these, but none of these in its entirety. <br />
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What is important is not coming up with some general characterization about schools, but understanding schooling. How can we understand what goes on in and about schools.? What gives us a handle on dealing with the complexities of schooling? These are the important questions and their answers are the tools we are searching for. <br />
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In Chart 3 we find an array of benefits and costs we can associate with each of the models of the school. <br />
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Three Images of the School: Some Costs and Benefits <br />
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Moral Community: "Temple" Productive Organization: "Factory" Political Marketplace: "Town Meeting" <br />
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Benefits:<br />
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Clear Authority <br />
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Sense of Community <br />
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Personal contact <br />
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Ends control means <br />
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Role models are available <br />
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Sense of unity <br />
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Power can be confronted <br />
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Deep Consensus <br />
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Given goals, clear measures of costs and benefits <br />
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Impersonality of decision <br />
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Technology is applicable <br />
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Means can be optimized <br />
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Deep Consensus <br />
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Moral equality <br />
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Changeability <br />
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Responsiveness <br />
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Broad Consensus <br />
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COSTS<br />
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Castes develop: <br />
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-- leaders vs followers <br />
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-- in-group vs outcasts <br />
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Domination <br />
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Nepotism <br />
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Stereotyping <br />
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Suppression of dissent, variety <br />
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Power disguised <br />
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Narrow Consensus <br />
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Disputability of Goals <br />
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Alienation <br />
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Avoidance of Ethical Issues <br />
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Roles defined: planners, doers <br />
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Narrow Consensus <br />
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Power tends to dominate <br />
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Instability <br />
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Frivolousness <br />
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Shallow Consensus <br />
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Chart 3 <br />
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Each of the images of the schools we have seen has its attractions and its drawbacks. The tightknit moral community of the Temple, like that of the family, offers security and a sense of belonging. But it can stifle individuality and produce pecking orders unable to be challenged. A technically skilled teacher may have little ability to relate to the concerns of his or her students. The very impersonality that the Factory celebrates may alienate children from the schooling process. The political power game of the Town Meeting is exciting, but you have to watch your back. Also, the educational nostrums proposed in the political sphere often strike both parents and teachers as frivolous. So we see that the three images compete and conflict. And it is in the pursuit of the benefits and the avoidance of the costs of each model that the dynamics of schooling are to be found. <br />
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Citations <br />
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1. John Goodlad, A Place Called School (New York: McGraw-Hill, 1984) pp. 71-75 <br />
<br />
2. William Cutler III, "Cathedral of Culture: the Schoolhouse in American Educational Thought and Practice since 1820," History of Education Quarterly, Vol.29, No. 1 (Spring 1989) <br />
<br />
3. James P. Garvin, "What Do Parents Expect from Middle School Levels?" Middle School Journal, Nov 1987, pp. 3 - 4. <br />
<br />
<br />
4. "West Point Honor System Faces Study After Expulsion Furor," New York Times, June 19, 1988, p.A1. <br />
<br />
5. See "No Tie, No Job, Veteran Teacher Told," News & Trends, American Teacher, Vol. 3, No. 7, (April 1989) p.3 <br />
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6. John Franklin Bobbitt, "The Supervision of City Schools: Some General Principles of Management Applied to the Problems of City School Systems," Twelfth Yearbook of the National Society for the Study of Education , Part1 (Bloomington, Ill: 1913) p. 96. <br />
<br />
7. See Raymond E. Callahan, Education and the Cult of Efficiency (Chicago: Univ. of Chicago Press, 1962) especially Chapter 4, "American Educators Apply the Great Panacea." <br />
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8. Robert T. Krajewski, "Secondary Principals Want to Be Instructional Leaders," Phi Delta Kappan, Sept 1978, p. 65. <br />
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<br />
9. See Joseph Berger, "New York's Principals Tell Why They 'Break the Rules,'" New York Times Feb 21, 1989, p.B1. <br />
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10. See Stanley M. Elam, "Differences Between Educators and the Public on Questions of Education Policy," Phi Delta Kappan, Dec. 1987, pp. 294-298. See also Linda M. McNeil, "The Contradictions of Control, Part 1: Administrators and Teachers." Phi Delta Kappan, Jan 1988, pp. 333-339. <br />
<br />
11. Terrance Deal & Martha Stone Wiske, "Planning, Plotting and Playing in Education's Era of Decline," Chap. 23 in J. Victor Baldridge and Terrance Deal, The Dynamics of Organizational Change in Education (Berkeley, Calif: McCutchan, 1983) p. 452. <br />
<br />
12. David Hogan, "Education and Class Formation: the peculiarities of the Americans," in Michael W. Apple (ed.) Cultural and Economic Reproduction in Education: essays on class, ideology and the State (Boston: Routledge & Kegan Paul, 1982) 52-53. <br />
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13. Harry S. Broudy,Truth and Credibility: the citizen's dilemma (New York: Longman, 1981) p. 23. <br />
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14. Goodlad, A Place Called School, p.16.</b> <br />
</b>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-520234060745114323.post-36957972723343525972011-01-04T07:08:00.001-08:002011-01-04T07:08:10.367-08:00Teorias Do Currículo - Fábrica E Escola<div id="__ss_2607449" style="width: 425px;"><strong style="display: block; margin: 12px 0px 4px;"><a href="http://www.slideshare.net/nfraga/teorias-do-currculo-fbrica-e-escola" title="Teorias Do Currículo - Fábrica E Escola">Teorias Do Currículo - Fábrica E Escola</a></strong><object height="355" id="__sse2607449" width="425"><param name="movie" value="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=teoriasdocurrculo-fbricaeescola-091129103006-phpapp02&stripped_title=teorias-do-currculo-fbrica-e-escola&userName=nfraga" /><param name="allowFullScreen" value="true"/><param name="allowScriptAccess" value="always"/><embed name="__sse2607449" src="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=teoriasdocurrculo-fbricaeescola-091129103006-phpapp02&stripped_title=teorias-do-currculo-fbrica-e-escola&userName=nfraga" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="355"></embed></object><div style="padding-bottom: 12px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">View more <a href="http://www.slideshare.net/">presentations</a> from <a href="http://www.slideshare.net/nfraga">N. Fraga</a>.</div></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-520234060745114323.post-88251505621726946922011-01-04T04:35:00.000-08:002011-01-04T07:05:55.325-08:00PROVAS DE AFERIÇÃO-EXEMPLOS<div class="separator" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3_9_20hS9W8S0IEPnc7tUR32NxYJW3oHYMBppc5tKIia7ugJfNoqDX4cuEb80Bpphpc4BM2aZ3_vpNcvapui14_Xo2PFJMDgQgKgOap0Rz7KTvmq7dOmjbBGrPjoacQHFXLPTNYCw1Cw/s1600/images.jpg" imageanchor="1" style="cssfloat: left; margin-left: 1em; margin-right: 1em;"><img border="0" height="400" n4="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3_9_20hS9W8S0IEPnc7tUR32NxYJW3oHYMBppc5tKIia7ugJfNoqDX4cuEb80Bpphpc4BM2aZ3_vpNcvapui14_Xo2PFJMDgQgKgOap0Rz7KTvmq7dOmjbBGrPjoacQHFXLPTNYCw1Cw/s400/images.jpg" width="400" /></a></div><div class="separator" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; clear: both; text-align: center;"><br />
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</div><strong>Provas de Aferição dos 4.º e 6.º anos de escolaridade</strong><br />
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<strong>Podes ver aqui alguns exemplos das provas dos anos anteriores:</strong><br />
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<strong>As Provas de Aferição de Língua Portuguesa e de Matemática dos 1.º e 2.º Ciclos do Ensino Básico visam avaliar o modo como os objectivos e as competências essenciais de cada ciclo estão a ser alcançados pelo sistema de ensino. A informação que os resultados destas provas fornecem mostra-se relevante para todos os intervenientes no sistema educativo, alunos, pais, encarregados de educação, professores, administração.</strong><br />
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<strong>Podes ver aqui alguns exemplos das provas dos anos anteriores:</strong><br />
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<strong>1.º ciclo</strong><br />
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<strong>Língua Portuguesa</strong><br />
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<a href="http://lerparacrer.wordpress.com/2010/02/24/provas-de-afericao-dos-4-%C2%BA-e-6-%C2%BA-anos-de-escolaridade/">Provas 2009 – 2008 – 2007 – 2006 – 2005 – 2004 – 2003 – 2002 – 2001</a><br />
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<strong>Matemática</strong><br />
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<a href="http://lerparacrer.wordpress.com/2010/02/24/provas-de-afericao-dos-4-%C2%BA-e-6-%C2%BA-anos-de-escolaridade/">Provas 2009 – 2008 – 2007 – 2006 – 2005 – 2004 – 2003 – 2002 – 2001</a><br />
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<strong>2.º ciclo</strong><br />
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<strong>Língua Portuguesa</strong><br />
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<a href="http://lerparacrer.wordpress.com/2010/02/24/provas-de-afericao-dos-4-%C2%BA-e-6-%C2%BA-anos-de-escolaridade/">Provas 2009 – 2008 – 2007 – 2006 – 2005 – 2004 – 2003 – 2002 – 2001</a><br />
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<strong>Matemática</strong><br />
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<a href="http://lerparacrer.wordpress.com/2010/02/24/provas-de-afericao-dos-4-%C2%BA-e-6-%C2%BA-anos-de-escolaridade/">Provas 2009 – 2008 – 2007 – 2006 – 2005 – 2004 – 2003 – 2002 – 2001</a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-520234060745114323.post-74003142585579734802010-10-02T13:43:00.000-07:002010-10-02T13:43:49.634-07:00AS METAS DE APRENDIZAGEM OU SUCESSO...<span style="font-size: 12pt;"> Tirado daqui...</span><br />
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<a href="http://www.ensinobasico.com/blogue/775-metas-de-aprendizagem-documentos-em-word-preparados-para-download">http://www.ensinobasico.com/blogue/775-metas-de-aprendizagem-documentos-em-word-preparados-para-download</a><br />
<span style="font-size: 12pt;">Caso procure Metas de Aprendizagem que ainda não estão disponíveis em Word siga por esta <a href="http://www.metasdeaprendizagem.min-edu.pt/" target="_blank">ligação.</a></span><br />
<table><caption>Attachments:</caption> <thead>
<tr><th class="at_filename">File</th><th class="at_description">Descrição</th><th class="at_file_size">File size</th></tr>
</thead> <tbody>
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<tr class="even"><td class="at_filename"><a class="at_icon" href="http://www.ensinobasico.com/attachments/775_metas-aprendizagem-ciencias-natureza-2ciclo.doc" target="_blank" title="Download this file (metas-aprendizagem-ciencias-natureza-2ciclo.doc)"><img alt="Download this file (metas-aprendizagem-ciencias-natureza-2ciclo.doc)" src="http://www.ensinobasico.com/components/com_attachments/media/icons/word.gif" /></a><a class="at_url" href="http://www.ensinobasico.com/attachments/775_metas-aprendizagem-ciencias-natureza-2ciclo.doc" target="_blank" title="Download this file (metas-aprendizagem-ciencias-natureza-2ciclo.doc)">metas-aprendizagem-ciencias-natureza-2ciclo.doc</a></td><td class="at_description">Metas de Aprendizagem de Ciências da Natureza 2. Ciclo</td><td class="at_file_size">37 Kb</td></tr>
<tr class="odd"><td class="at_filename"><a class="at_icon" href="http://www.ensinobasico.com/attachments/775_metas-aprendizagem-estudo-meio-1ciclo.doc" target="_blank" title="Download this file (metas-aprendizagem-estudo-meio-1ciclo.doc)"><img alt="Download this file (metas-aprendizagem-estudo-meio-1ciclo.doc)" src="http://www.ensinobasico.com/components/com_attachments/media/icons/word.gif" /></a><a class="at_url" href="http://www.ensinobasico.com/attachments/775_metas-aprendizagem-estudo-meio-1ciclo.doc" target="_blank" title="Download this file (metas-aprendizagem-estudo-meio-1ciclo.doc)">metas-aprendizagem-estudo-meio-1ciclo.doc</a></td><td class="at_description">Metas de Aprendizagem de Estudo do Meio 1.º Ciclo</td><td class="at_file_size">82 Kb</td></tr>
<tr class="even"><td class="at_filename"><a class="at_icon" href="http://www.ensinobasico.com/attachments/775_metas-aprendizagem-fisico-quimica-3ciclo.doc" target="_blank" title="Download this file (metas-aprendizagem-fisico-quimica-3ciclo.doc)"><img alt="Download this file (metas-aprendizagem-fisico-quimica-3ciclo.doc)" src="http://www.ensinobasico.com/components/com_attachments/media/icons/word.gif" /></a><a class="at_url" href="http://www.ensinobasico.com/attachments/775_metas-aprendizagem-fisico-quimica-3ciclo.doc" target="_blank" title="Download this file (metas-aprendizagem-fisico-quimica-3ciclo.doc)">metas-aprendizagem-fisico-quimica-3ciclo.doc</a></td><td class="at_description">Metas de Aprendizagem de Físico-química 3.º ciclo</td><td class="at_file_size">85 Kb</td></tr>
<tr class="odd"><td class="at_filename"><a class="at_icon" href="http://www.ensinobasico.com/attachments/775_metas-aprendizagem-geografia-3ciclo.doc" target="_blank" title="Download this file (metas-aprendizagem-geografia-3ciclo.doc)"><img alt="Download this file (metas-aprendizagem-geografia-3ciclo.doc)" src="http://www.ensinobasico.com/components/com_attachments/media/icons/word.gif" /></a><a class="at_url" href="http://www.ensinobasico.com/attachments/775_metas-aprendizagem-geografia-3ciclo.doc" target="_blank" title="Download this file (metas-aprendizagem-geografia-3ciclo.doc)">metas-aprendizagem-geografia-3ciclo.doc</a></td><td class="at_description">Metas de Aprendizagem de Geografia 3.º ciclo</td><td class="at_file_size">45 Kb</td></tr>
<tr class="even"><td class="at_filename"><a class="at_icon" href="http://www.ensinobasico.com/attachments/775_metas-aprendizagem-historia-3ciclo.doc" target="_blank" title="Download this file (metas-aprendizagem-historia-3ciclo.doc)"><img alt="Download this file (metas-aprendizagem-historia-3ciclo.doc)" src="http://www.ensinobasico.com/components/com_attachments/media/icons/word.gif" /></a><a class="at_url" href="http://www.ensinobasico.com/attachments/775_metas-aprendizagem-historia-3ciclo.doc" target="_blank" title="Download this file (metas-aprendizagem-historia-3ciclo.doc)">metas-aprendizagem-historia-3ciclo.doc</a></td><td class="at_description">Metas de Aprendizagem de História 3.º ciclo</td><td class="at_file_size">62 Kb</td></tr>
<tr class="odd"><td class="at_filename"><a class="at_icon" href="http://www.ensinobasico.com/attachments/775_metas-aprendizagem-lingua-portuguesa-1ciclo.doc" target="_blank" title="Download this file (metas-aprendizagem-lingua-portuguesa-1ciclo.doc)"><img alt="Download this file (metas-aprendizagem-lingua-portuguesa-1ciclo.doc)" src="http://www.ensinobasico.com/components/com_attachments/media/icons/word.gif" /></a><a class="at_url" href="http://www.ensinobasico.com/attachments/775_metas-aprendizagem-lingua-portuguesa-1ciclo.doc" target="_blank" title="Download this file (metas-aprendizagem-lingua-portuguesa-1ciclo.doc)">metas-aprendizagem-lingua-portuguesa-1ciclo.doc</a></td><td class="at_description">Metas de Aprendizagem de Língua Portuguesa 1.º Ciclo</td><td class="at_file_size">67 Kb</td></tr>
<tr class="even"><td class="at_filename"><a class="at_icon" href="http://www.ensinobasico.com/attachments/775_metas-aprendizagem-lingua-portuguesa-2ciclo.doc" target="_blank" title="Download this file (metas-aprendizagem-lingua-portuguesa-2ciclo.doc)"><img alt="Download this file (metas-aprendizagem-lingua-portuguesa-2ciclo.doc)" src="http://www.ensinobasico.com/components/com_attachments/media/icons/word.gif" /></a><a class="at_url" href="http://www.ensinobasico.com/attachments/775_metas-aprendizagem-lingua-portuguesa-2ciclo.doc" target="_blank" title="Download this file (metas-aprendizagem-lingua-portuguesa-2ciclo.doc)">metas-aprendizagem-lingua-portuguesa-2ciclo.doc</a></td><td class="at_description">Metas de Aprendizagem de Língua Portuguesa 2. Ciclo</td><td class="at_file_size">79 Kb</td></tr>
<tr class="odd"><td class="at_filename"><a class="at_icon" href="http://www.ensinobasico.com/attachments/775_metas-aprendizagem-lingua-portuguesa-3ciclo.doc" target="_blank" title="Download this file (metas-aprendizagem-lingua-portuguesa-3ciclo.doc)"><img alt="Download this file (metas-aprendizagem-lingua-portuguesa-3ciclo.doc)" src="http://www.ensinobasico.com/components/com_attachments/media/icons/word.gif" /></a><a class="at_url" href="http://www.ensinobasico.com/attachments/775_metas-aprendizagem-lingua-portuguesa-3ciclo.doc" target="_blank" title="Download this file (metas-aprendizagem-lingua-portuguesa-3ciclo.doc)">metas-aprendizagem-lingua-portuguesa-3ciclo.doc</a></td><td class="at_description">Metas de Aprendizagem de Língua Portuguesa 3. Ciclo</td><td class="at_file_size">94 Kb</td></tr>
<tr class="even"><td class="at_filename"><a class="at_icon" href="http://www.ensinobasico.com/attachments/775_metas-aprendizagem-matematica%203.ciclo.doc" target="_blank" title="Download this file (metas-aprendizagem-matematica 3.ciclo.doc)"><img alt="Download this file (metas-aprendizagem-matematica 3.ciclo.doc)" src="http://www.ensinobasico.com/components/com_attachments/media/icons/word.gif" /></a><a class="at_url" href="http://www.ensinobasico.com/attachments/775_metas-aprendizagem-matematica%203.ciclo.doc" target="_blank" title="Download this file (metas-aprendizagem-matematica 3.ciclo.doc)">metas-aprendizagem-matematica 3.ciclo.doc</a></td><td class="at_description">Metas de Aprendizagem de Matemática 3. Ciclo</td><td class="at_file_size">70 Kb</td></tr>
<tr class="odd"><td class="at_filename"><a class="at_icon" href="http://www.ensinobasico.com/attachments/775_metas-aprendizagem-matematica-1ciclo.doc" target="_blank" title="Download this file (metas-aprendizagem-matematica-1ciclo.doc)"><img alt="Download this file (metas-aprendizagem-matematica-1ciclo.doc)" src="http://www.ensinobasico.com/components/com_attachments/media/icons/word.gif" /></a><a class="at_url" href="http://www.ensinobasico.com/attachments/775_metas-aprendizagem-matematica-1ciclo.doc" target="_blank" title="Download this file (metas-aprendizagem-matematica-1ciclo.doc)">metas-aprendizagem-matematica-1ciclo.doc</a></td><td class="at_description">Metas de Aprendizagem de Matemática 1.º Ciclo</td><td class="at_file_size">58 Kb</td></tr>
<tr class="even"><td class="at_filename"><a class="at_icon" href="http://www.ensinobasico.com/attachments/775_metas-aprendizagem-matematica-2ciclo.doc" target="_blank" title="Download this file (metas-aprendizagem-matematica-2ciclo.doc)"><img alt="Download this file (metas-aprendizagem-matematica-2ciclo.doc)" src="http://www.ensinobasico.com/components/com_attachments/media/icons/word.gif" /></a><a class="at_url" href="http://www.ensinobasico.com/attachments/775_metas-aprendizagem-matematica-2ciclo.doc" target="_blank" title="Download this file (metas-aprendizagem-matematica-2ciclo.doc)">metas-aprendizagem-matematica-2ciclo.doc</a></td><td class="at_description">Metas de Aprendizagem de Matemática 2.º Ciclo</td><td class="at_file_size">46 Kb</td></tr>
<tr class="odd"><td class="at_filename"><a class="at_icon" href="http://www.ensinobasico.com/attachments/775_metas-historia-geografia-portugal.2ciclo.doc" target="_blank" title="Download this file (metas-historia-geografia-portugal.2ciclo.doc)"><img alt="Download this file (metas-historia-geografia-portugal.2ciclo.doc)" src="http://www.ensinobasico.com/components/com_attachments/media/icons/word.gif" /></a><a class="at_url" href="http://www.ensinobasico.com/attachments/775_metas-historia-geografia-portugal.2ciclo.doc" target="_blank" title="Download this file (metas-historia-geografia-portugal.2ciclo.doc)">metas-historia-geografia-portugal.2ciclo.doc</a></td><td class="at_description">Metas de Aprendizagem de História e Geografia de Portugal 2. Ciclo</td><td class="at_description"> </td><td class="at_description"> </td><td class="at_description"> </td><td class="at_description"> </td><td class="at_description"> </td><td class="at_description"> </td><td class="at_description"> </td><td class="at_description"> </td></tr>
</tbody></table>Unknownnoreply@blogger.com0