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 Velozes sem rumo e poderosos sem causa?1997 - Boavida, João; Formosinho, Maria das DoresFala-se muito, no nosso tempo, em crise educativa. É conveniente, porém, ter dela uma ideia tão objetiva quanto possível para, enquanto educadores, podermos atuar adequadamente.Publication Open Access Desafios a uma teoria da educação na pós-modernidade2006 - Formosinho, Maria das DoresA metamorfose do mundo contemporâneo torna imperativo repensar a teoria da educação a partir de referenciais culturais e axiológicos distintos dos que balizaram, há décadas atrás, a tarefa reflexiva neste âmbito. A própria transição de século, com a mitificação utópica que incorporou, fez implodir a reflexividade em torno das alternativas do futuro e, logicamente, em torno da educação que, como praxis social, se torna expressiva das representações que, no imaginário colectivo, se nutrem acerca do futuro. Admitindo, assim, que a escola tem de ser reformulada, na sua própria estrutura e função, postula-se que tal mudança exigirá repensarmos o estatuto normativo da educação nas nossas sociedades pós-modernas e, implicitamente, revermos algumas das narrativas fundacionais da própria Pedagogia. Se há uma certa forma de racionalidade que corre o risco de erodir-se no “politeísmo” moral que se instaurou, há formas de recuperar o sentido de um “humanismo” pedagógico que não se exauriu e que, sem ser militante, se rege por uns mínimos éticos que simbolizam o mais depurado legado da vocação ilustrada da modernidade.Publication Open Access Training, recruitment and supervision of personnel in residential care centres [comunicação oral]2024-01-24 - Carvalhais, Lénia; Formosinho, Maria das DoresResidential care centers and directors are under pressure to provide the best service to children and youngsters. At the same time, there is also a concern for personnel well-being, and personal and professional development. This qualitative study aimed to identify, with semi-structured interviews with directors of residential care centers, what are the most recent practices in terms of personnel recruitment, in-service training, supervision, and the promotion of caregivers’ well-being. The results revealed that workers were perceived as the most important resource in an organization. Promoting personnel training and the concept of care for caregivers were, therefore, identified as strategies to preserve adequate workers’ commitment to this demanding career, to avoid worker turnover. As workers are asked to apply their soft skills daily, training offered to these workers should focus more on knowledge about mental health and psychological and physical well-being, to assist them in providing adequate care. The results indicated that these subjects, and those specifically connected with at-risk children/youth, were identified as essential to the directors interviewed but were not yet broadly available as training offers.Publication Open Access "Náufragos" ou "astronautas"? Pós-modernidade e educação1999 - Boavida, João; Formosinho, Maria das DoresNeste artigo, os autores evidenciam a necessidade de os professores perceberem as mutações sociais e axiológicas que incorporam a vivência contemporânea, procurando exercer junto dos seus alunos uma acção reflexiva e crítica que redimensione a vocação humanista implícita ao "projecto" educativo da modernidade.Publication Open Access Portugal: a proposal on how to inspire philosophizing2018-07 - Reis, Carlos Sousa; Formosinho, Maria das DoresWe start by discussing philosophy as being the art of attuning life through reflected examination, in order to achieve an accord between the saying and the being, which expresses the concern of taking care of one's own self. This brings us to envisage philosophy as thinking for oneself, as engaging in one's own problems that may arise in facing life, reading texts or admiring art, while looking at things as if it was for the first time and introducing new meanings by creating new concepts. Such a conception entails a shift regarding philosophical education, which has to be understood and defined not as a straightforward increase in some well-known entity called 'knowledge', but rather as a journey of the soul; meaning we should not focus on teaching what philosophers have said but on the problematics they have raised. Such an endeavour claims for an accordant process of inspiring philosophising, which always implies a critical mode of approach. Our proposal sequences the process by starting with focusing in problematics, considered as a motivational ground, for being developed by encouraging it with a sort of tasks, considered as congruent, suggestive and motivational, to end up achieving personal philosophising, that can produce an integration of logical-conceptual networks as well as of functionally structured subject areas. The afore-mentioned issues take us to discuss the concept of competence, as a complex "ability to mobilise and deploy relevant psychological resources (i.e. values, attitudes, skills, knowledge and/or understanding) in order to respond appropriately and effectively to the demands, challenges and opportunities" (Council of Europe, 2016, 23-24). So, we conclude by trying to show how a philosophical education ought to inspire what we tried to present as the core of philosophising: concepts creation through critical thinking (which is also defined). Philosophical competences that allow and support such desideratum are then presented.Publication Open Access Crise na educação: dilemas e desafios2013 - Formosinho, Maria das Dores