5 de maio – 09h30 Sessão Plenária
The relations between teaching, learning and academic wellbeing in higher education.
Dr. Liisa Postareff works as a leading research scientist at Häme University of Applied Sciences (HAMK). She works at HAMK Edu research unit, where she leads research focusing on higher education pedagogy and students’ and teachers’ psychological wellbeing. Her areas of expertise also include research-based development of teaching and learning in national and international contexts. In the RUN-EU European University she leads the Future and Advanced Skills Academy which focuses on pedagogical development and advancing future skills. She has nearly 60 peer-reviewed scientific publications and she supervises several doctoral students. She is a reviewer and editorial board member of several educational journals.
5 de maio – 14h00 Sessão Plenária
Flexibilidade Psicológica para aprender: a Terapia de Aceitação e Compromisso na Educação.
Tiago Ferreira is a Psychologist, Master and Doctor in Teaching, Philosophy and History of Sciences from the Federal University of Bahia. With over 18 years of career, he has been a Clinical Psychologist, professor, supervisor and researcher with an emphasis on Contextual Therapies. He is currently pursuing a Second Master’s Degree at Tyndale University (Toronto-CA) while teaching Acceptance and Commitment Therapy online through “ACT Training in Clinical Practice: The Functional Narratives Method”. Author of several articles in the area, he is also the organizer of the book “Contextual Behavioral Therapies: functional analysis and clinical practice” in partnership with Prof. Claudia Oshiro (USP- Brazil).
6 de maio – 9h30 Painel: projetos de investigação e de intervenção da Politécnico de Leiria/ESECS
PROJECT – ABSTRACT “Histórias de Longe”
“Histórias de Longe” is an interdisciplinary project in cross-cultural studies, translation and citizenship education. This project aims to make young readers familiar with literary references from other cultural contexts. The main goal of the project is to enhance relationships between nations, based on the promotion of intercultural perspectives. Thus, above all, the project intends to foster an attitude of respect and acceptance of cultural diversity, from an early age. Alphabet, by Edward Lear, Traits and Traditions of Portugal, by Julia Pardoe, and Japanische Märchen, by Karl Alberti are some of the narratives that have been translated, abridged and adapted, within the scope of the project.
Dinamics: Ana Marques, investigadora do CICS.NOVA.IPLeiria
Ana Isabel Marques
Ana Isabel Marques holds a PhD in Modern Languages and Literatures in the area of Translation Sciences (University of Coimbra) and also a Master’s degree in Comparative Literature (University of Coimbra). She is the author of several articles and books on the work of the JewishGerman writer Ilse Losa (e.g. Ilse Losa’s translation work during the Estado Novo (2014); Landscapes of Memory. Identity and Alterity in Ilse Losa’s narrative work (2001).
She is an associate professor at ESTG (School and Technology and Management), IPLeiria. As a member of CICS. NOVA_IPLeiria, Ana Isabel Marques has been developing the project “Histórias de Longe”, together with Adonay Moreira.
Besides this, Ana Isabel Marques is also an author of children’s literature (e.g. Um Drama de Coelhos e Galinhas(2017); Aventuras com Letras (2019); O Rei e o Piolho (2020); Festa das Letras (2022).
Project “Jogamos Tudo, Brincamos Todos”
The pilot project ” Jogamos tudo, Brincamos todos” is a community project to promote inclusion competencies in 1st cycle children, namely through the experimentation of playful-motor games adapted for sensorial and physical disabilities.
The present study aims to analyze the effect of an intervention program based on ludic-motor games adapted for sensory and physical disabilities, lasting 5 weeks. The project is for children of the 1st and 4th grades of the 1st cycle of Basic Education, and regards attitudes of inclusion and the perception of competencies. 32 students participated, 15 of which are male and 17 female, aged between 6 and 10 years old.
For the assessment of the implementation of this program of inverse inclusion, we used a mixed methodology with the quantitative assessment carried through a questionnaire (in validation process) and the qualitative assessment with focus groups. The main results reveal the existence of significant differences in the dimension of the perception of competences between the two moments of evaluation (pre and post). The analysis of the focus groups highlighted the satisfaction with the activities developed in the program as well as the perception of its relevance. In general, we concluded that the project allowed participants to be, more aware of the skills and difficulties of a child with disabilities, as well as more knowledgeable of strategies (for example games and play) to include peers with disabilities.
Dinamics: Raúl Antunes
Raul de Sousa Nogueira Antunes, PhD in Sports Sciences from the University of Beira Interior (2018), guest adjunct professor at the Escola Superior de Educação e Ciências Sociais – Politécnico de Leiria. He is coordinator of the Postgraduate Course in Adapted Sports and Adapted Physical Activity, of the Escola Superior de Educação e Ciências Sociais – Politécnico de Leiria.
He is a member of the Adapted Sports Commission, the Network of Schools with training in Sports of the Public Polytechnic Higher Education (REDESPP).
He is a researcher at the Research Center for Quality of Life (CIEQV) and collaborating member of the Center for Innovative Care and Health Technology (CITECHCARE).
He also coordinates some community intervention projects, with emphasis on the project “We Play All, We All Play”, which aims to develop attitudes of inclusion through motor games in children of the 1st cycle of basic education (6 to 10 years old).He has several articles in specialized magazines with indexation, as well as several oral and poster communications in congresses and conferences, national and international.