Formosinho, Maria das Dores
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Formosinho
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Maria das Dores
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Maria das Dores Formosinho
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Maria das Dores Formosinho Sanches Simões. É Professor Catedrático no(a) Universidade Portucalense Infante Dom Henrique Departamento de Psicologia e Educação.
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0C16-2C7E-8838
55943372500Research Projects
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CINTESIS.UPT - Centro de Investigação em Tecnologias e Serviços de Saúde
Centro de Investigação em Tecnologias e Serviços de Saúde (CINTESIS.UPT), former I2P, is an R&D unit devoted to the study of cognition and behaviour in context. With an interdisciplinary focus, namely on Education, Translational and Applied Psychology
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Publication Open Access Promover a competência comunicativa num contexto de educação pré-escolar: Princípios e sugestões2003 - Formosinho, Maria das DoresNeste artigo enunciam-se alguns princípios e apresentam-se algumas sugestões para o desenvolvimento de uma pedagogia da comunicação no jardim de infância [...]Publication Open Access The Sisyphic Destiny of Philosphy (of Education)2020 - Reis, Carlos Sousa; Formosinho, Maria das DoresAuthors begin by a synthetic historical review of the emergence of the philosophy of education up to the present day. It follows a presentation of the results of recent meta-analyses on the topics, problems, guidelines and relevance given to the philosophy of education (PE). For this purpose, several paths were chosen: one, more empirical, focused on the works developed within the field; the other, more foundational, sought a disciplinary sense within the field’s tradition and the current challenges that are being raised. Authors then outline some of the paths that can be opened up for the philosophy of education, understood as a critical and creative quest. Namely, they try to show how it may be understood as a creation of concepts, in a stance to rip Chaos, by introducing an innovative intensity, which can correspond to the creation of meaning that opens and articulates a possible world (of meaning). Complementary to this, PE could take charge of the analysis of educational discourses, the suggestion of a general direction for the educational process, the elucidation of the human’s educating structure, the explanation of the different pedagogies through the unveiling of their underlying teleology, the recollection of interesting philosophical questions for educators, or a metaphysical analysis of related issues, as well as an analytic approach, aimed at clarifying concepts, or a radical approach, by reflecting upon the deep assumptions of education, and even a deductive approach derived from the great philosophical matrices. Philosophy of education remains, nowadays, a field of hermeneutic openness that should assume the stance of resistance to any attempts to stifle or silence the axiological dimension, and very particularly, PE could be developed as a way of probing the concrete educational practice activity, by engaging in discussions, in order to make suggestions about “what was valuable in the past” and “what is worthwhile in the present”. Today, perhaps more than ever, PE requires the critical work and commitment that philosophy always had the virtue of incisively developing, particularly when it comes to the field of education that is proven to be a multi-layered arena of conflicting crossovers.Publication Open Access Closing the fractures of our souls: Philosophy and the meaningful life2019 - Reis, Carlos Sousa; Formosinho, Maria das DoresThis article starts by unveiling the root of the prejudice the Humanities and Social Sciences, often regarded as soft-sciences fails to understand he significance of their focus in "essentially contestable concepts". On this ground, we elaborate a perspective of how the humanities, i.e., the "usefulness of the useless", can be the basis of an integral educational that goes beyond mere professionalism and envisages a wisdom that pertains and promotes the integral human being. We give examples related to this from history and the arts realm, and specifically we try to clarify how philosophy can contribute to an authentic or meaningful life, understood as an existence not alienated to shallow values.Publication Open Access A relação entre comportamento anti-social e problemas emocionais em crianças e adolescentes: dados de um estudo transversal e longitudinal2000 - Fonseca, António Castro; Rebelo, José A.; Ferreira, António G.; Pires, Carlos L.; Silva, Tomás da; Gregório, M. Helena; Formosinho, Maria das DoresO objectivo deste estudo era examinar a relação entre problemas emocionais e comportamento anti-social e, em particular, verificar se as crianças com esses dois tipos de problemas têm uma evolução mais problemática do que as crianças só com um deles. O estudo decorreu em duas fases. Na primeira participaram 1586 alunos do 2o, 4o e 6o anos de diversas escolas públicas do concelho de Coimbra. Na segunda, que decorreu 4 anos mais tarde, participaram apenas os alunos que inicialmente se encontravam no 2o ano e que eram 456. A análise dos dados da primeira fase revelou que aqueles dois tipos de problemas se encontram altamente correlacionados e que essa associação é independente do ano escolar dos indivíduos. A análise dos resultados da segunda fase (follow-up) mostrou que os alunos que apresentam simultaneamente problemas emocionais e de comportamento não constituem um grupo bem diferenciado relativamente aos indivíduos apenas com problemas emocionais ou ape- nas com comportamento anti-social. Além disso, verificou-se que, salvo algumas excepções, os problemas emocionais e o comportamento anti-social decrescem com a idade.Publication Open Access Crise na educação: dilemas e desafios2013 - Formosinho, Maria das DoresPublication Open Access O Método Montessori: análise crítica de alguns aspectos1977 - Formosinho, Maria das DoresMontessori desejava fazer da escola infantil um campo experimental da Pedagogia científica e para isso julgava necessário basear-se tanto nos dados da antropologia e da psicologia experimentais como na observação directa da criança deixada em liberdade.Publication Open Access Discurso ideológico e discurso científico sobre a língua: repensando para a pedagogia a tese de Luís J. Prieto1980 - Formosinho, Maria das DoresA noção de pertinência, tal como foi elaborada pela escola de fonologia de Praga, na tradição da linguística saussuriana, serviu a Luís J. Prieto para, tomando esta ciência como modelo das ciências do Homem, discutir na sua obra Pertinence et Pratique o estatuto epistemológico da ideologia e da ciência. [...]Publication Open Access Jean Piaget ou psicologia necessária1985 - Simões, Maria da Conceição; Formosinho, Maria das DoresProcura-se, neste artigo, indagar as razões que terão levado Jean Piaget, biólogo de formação, a recorrer à Psicologia da Inteligência como instrumento necessário para concretizar um projecto cuja dimensão epistemológica não carece de prova.Publication Open Access A teleologia educacional como foco crítico da desconstrução pós-moderna2021 - Reis, Carlos Sousa; Formosinho, Maria das DoresNo breve espaço de um século que leva a Filosofia da Educação (FE) como disciplina universitária, a questão da teleologia educacional reflete uma história que transitou da assunção arrogante de finalidades, mais ou menos decantadas de sistemas filosóficos, até à expurgação desconstrutiva e recriminadora, passando pela, mais ou menos, criteriosa postulação.Publication Open Access Coping with children’s wit: materials for a dialogical odyssey2019-02 - Reis, Carlos Sousa; Formosinho, Maria das DoresIn this paper we start by discussing how Philosophy for Children (P4C) was launched by Matthew Lipman (1922-2010) in the 1970s in order to establish philosophy as a fully-fledged school programme in the US, and has since become a movement which evolved through the last four decades, adopting different epistemological and pedagogical discourses (Vansieleghem & Kennedy, 2011). From philosophy for children we arrive at philosophy with children, swapping the fixed method for the modelling and coaching by communal reflection, contemplation and communication, thus giving a greater emphasis to dialogue, while opening up different approaches, methods, techniques and strategies. This is precisely the line of work we personally prefer, when it is articulated with Gareth Matthews’ assumption that children can ask the same questions as philosophers do, and sometimes even better ones. Along the lines of Storme and Vlieghe (2001), we think that P4C can allow the child to be philosophical and philosophy childish, an understanding that perhaps can free us from the dominant one dimensional unproblematized realm of the ideology of productivity that envisages education as a process exclusively preparing persons for labour markets, understood as the set of positions gained in an operative and ruthlessly competitive battle. This offers a context where constructing existential meaning, by and for each individual, is excluded from education.