Mota, Ana Sofia
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Mota
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Ana Sofia
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Mota, Ana Sofia de Sousa Machado
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561A-B4AB-72A0Research Projects
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Publication Open Access Serviços de referência e referência virtual nas bibliotecas públicas portuguesas2015-10-21 - Nunes, Manuela Barreto; Mota, Ana SofiaO serviço de referência, incorporando na sua organização, funcionamento e comunicação com o utilizador um conjunto de potencialidades disponibilizadas pela tecnologia, assume um papel fundamental na luta contra a desigualdade e o analfabetismo digital. Mediador entre informação e utilizador, contribui não só para o fomento da literacia da informação, mas também para a criação de conhecimento. Apresentam-se os resultados parciais de uma investigação em curso sobre o serviço de referência virtual (SRV)nas bibliotecas públicas em Portugal. Partindo da análise de documentos orientadores internacionais e da observação de características estruturais da Rede Nacional de Biblioteca Públicas (RNBP), visa a concepção de soluções de desenvolvimento a aplicar a esta realidade concreta. Inserido no paradigma crítico, o estudo aplica métodos qualitativos sustentados na teoria fundamentada e foi aplicado sobre as 201 bibliotecas da RNBP. Destas, foram objecto de análise doze bibliotecas que efectivamente prestavam SRV e entrevistados seis bibliotecários. Os resultados apontam para a inexistência generalizada do serviço e para um funcionamento incipiente na maioria dos casos em que se verifica. Conclui-se que, quando funciona eficazmente, o retorno do ponto de vista dos utilizadores é satisfatório e altamente positivo, justificando a necessidade do seu desenvolvimento e do investimento que nele é feito.Publication Open Access O Serviço de Referência nas Bibliotecas Públicas em Portugal: estado da questão e proposta de análise de acordo com as directrizes da RUSA e da IFLA2012-10 - Nunes, Manuela Barreto; Mota, Ana SofiaDesde o seu aparecimento o Serviço de Referência (SR) tem vindo a passar por sucessivas alterações, procurando adaptar-se à contínua evolução da sociedade e, consequentemente, às diferentes necessidades dos seus utilizadores. Em diversos países, este serviço tem-se afirmado como mediador por excelência entre utilizador e informação, assumindo, actualmente, características únicas na interacção que estabelece com o utilizador e na assistência especializada que lhe disponibiliza. Tendo em consideração o panorama de grande desenvolvimento verificado na área da referência no âmbito internacional e na escassez de trabalhos efectuados em Portugal sobre esta temática, foi efectuada a investigação O Serviço de Referência nas Bibliotecas Públicas em Portugal, caracterização actual e perspectivas de desenvolvimento que permitiu fazer um levantamento sobre a situação dos serviços de referência nas bibliotecas da RNBP (Rede Nacional de Bibliotecas Públicas). Traçando uma situação de algum atraso no desenvolvimento deste serviço nas bibliotecas públicas portuguesas, concluiu-se pela necessidade urgente de mais investigações no sentido da sua evolução. A investigação O Serviço de Referência nas bibliotecas públicas, modelo de desenvolvimento a partir das directrizes internacionais, a decorrer no âmbito do doutoramento em Ciências da Informação e da Documentação da Universidade de Évora, procura, assim, através de uma análise às directrizes internacionais da RUSA/ALA (Reference and User Services Association / American Library Association) e da IFLA (International Federation of Library Association) sobre o SR, actualizar o conhecimento e contribuir para o desenvolvimento deste serviço. Esta comunicação pretende apresentar uma síntese dos resultados alcançados no estudo inicial sobre o SR nas bibliotecas públicas e dar a conhecer as principais linhas norteadoras da elaboração do trabalho de investigação ainda em desenvolvimento.Publication Open Access Education and equity: the case of the Fénix Project for the promotion of academic achievement2020-11 - Candeias, Carla; Seabra, Filipa; Abelha, Marta; Mota, Ana SofiaOne of the primary missions of the school is to provide quality education to all students, regardless of their socioeconomic status, of the educational level of their parents or of their particular conditions and needs, thus contributing to greater equity. However, not all students are able to learn at the same pace and under the same conditions as the majority. The development of projects and actions dealing with academic failure and dropout is essential. In this context, in 2008, the Fénix Project (included in the Mais Sucesso Escolar Program) was created in the Portuguese educational setting, trying to promote equal conditions for success, contributing to an increasingly equitable school. The Fénix project is based on an organizational school model that facilitates more individualized support to students with learning difficulties in the subjects of Portuguese Language, Mathematics, or other subject identified by the school according to their success rates. This article presents a case study implemented in a school cluster in the District of Setúbal that sought, through the implementation of the Fénix Project, to develop actions aimed at promoting school success among students from the four classes of the 5th grade. Three objectives were defined to respond to the research problem, respectively: i) to know the articulation, differentiation and curricular management practices of teachers involved in the Project; ii) to analyse the perceptions of students and teachers involved in the Project about its implementation and impact; and iii) to analyse the evolution of the academic results of the students participating in the Project. In order to achieve the proposed objectives, a mixed research methodology was used: the application of a questionnaire survey to all students (166) and teachers (15) involved in the project, and a documental analysis of the academic results of the students involved in the project. Statistical analysis and content analysis were the selected data analysis techniques. The main conclusions of the study point out that the Fénix Project was an asset, both for the majority of students involved, who considered that the Project contributed to their academic achievement (positive evolution of academic results), and for teachers, who reported having introduced curricular differentiation practices. A conclusion expected in the course of a project of this nature, especially in terms of students’ assessment.Publication Open Access Collaborative work among teachers: a study developed at the Polytechnic Institute of Benguela2020-11 - Eduardo, Joaquim; Seabra, Filipa; Abelha, Marta; Mota, Ana SofiaAs schools currently face increasing complexity, teachers' work requires the development and consolidation of collaborative work practices that contribute to more efficient and effective regulation of teaching and learning processes. Research carried out in the context of teachers' collaborative work has highlighted its importance as one of the factors of change, development and improvement of teaching organizations [1], [2], [3], [4]. Thus, teacher collaboration is urgent, and now is the time for teacher collaboration to be considered as an institutional objective. In this sense, the primary purpose of this paper is to raise awareness about the dynamics of collaborative work among teachers from the Polytechnic Institute of Benguela. In order to respond to the research problem, three objectives were outlined, namely: i) to identify teachers' conceptions about teachers’ collaborative work; ii) to characterize the work dynamics that teachers claim to develop and iii) to investigate factors that may facilitate or hinder the development of teachers' collaborative work. The methodology adopted in this research assumed a primarily exploratory nature. The empirical study took place in the academic year of 2018 at the Polytechnic Institute of Benguela. The main data collection technique was a survey by questionnaire, applied to all of the institution’s 94 teachers, with 76 validated answers. Descriptive statistical analysis was the data analysis technique used. The main results of the study point to the predominance of teachers' individual work at the Polytechnic Institute of Benguela. They also reveal that teachers are aware of the benefits that collaborative work can bring to their professional development and express a willingness to experience more opportunities to develop collaborative work with colleagues.Publication Open Access The Role of the School Principal in an Angolan School Organization2019-07 - Martins, Idalina; Chihoco, Joaquim Jundo Magrinho; Abelha, Marta; Mota, Ana Sofia; Albuquerque, Ana SílviaThis paper results of an empirical study carried out in 2015, in a private school in Benguela. The purpose and objectives of the research were to analyze which competencies teachers considered essential to the position of a school principal, to identify essential competencies and inherent aspects to exercise this position and the development of knowledge about the competency profile of a school principal. The research methodology was predominantly qualitative, a questionnaire survey was applied to 42 teachers, and the simple statistical analysis was the data treatment technique. The main results showed that for the teachers who participated in the study: i) the school principal should be a teacher with School Management and Administration training; ii) the appointment of a school principal should result from peer election; iii) the ability to manage human resources, leadership, communication, teamwork and management knowledge are essential competencies of a school principal.