Silva, Maria Manuela Magalhães

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Silva

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Maria Manuela Magalhães

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Maria Manuela Magalhães Silva

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IJP - Instituto Jurídico Portucalense
O Instituto Jurídico Portucalense (IJP) é um centro de investigação em ciências jurídicas que tem como objetivo principal promover, apoiar e divulgar a investigação científica nessa área do saber produzida na Universidade Portucalense e nos Institutos Politécnicos de Leiria e de Lisboa, suas parceiras estratégicas.

Resultados da pesquisa

A mostrar 1 - 10 de 55
  • PublicaçãoAcesso Aberto
    A importância dos meios de comunicação na promoção do direito à educação e à informação
    2017-04-06 - Alves, Dora Resende; Silva, Maria Manuela Magalhães
    O direito à educação e à informação são direitos fundamentais em democracia. O objetivo desta análise é demonstrar que o papel da comunicação social é crucial, e que a UE promove ativamente a educação, investigação e inovação.
  • PublicaçãoAcesso Restrito
    Developments for the contribution by the new technologies in the right to education: An European Law approach
    2023-03 - Alves, Dora Resende; Ferreira, Maria João; Silva, Maria Manuela Magalhães
    The importance of the right to education as a fundamental right and an instrument of democracy is still underlined by recent documents of the European Union (EU) and so the authors present a development of a previous study. The right to education is legally written both at the level of national law of member States, in constitutional texts and at the level of international law, is with the documentation of the European Union that results in emphasizing the importance of education for the whole Democratic and economic system and also for the value of rule of law. The right to education, as well as the right to vocational and continuing training – long life education –, as mentioned, deserve the attention of the latest documents of the European Union which, many of them although they do not possess the dignity of legislative acts (as soft law), shape Member States' guidance in their performance. Thus valued, the right to education arises as a conditioning factor in the widest subjects. With the use of digital technologies, education systems become facilitators and promoters of skills development, namely knowledge (hard skills) and behavioral skills (soft skills), essential in exercising democratic ideals and the value of the rule of law. However, this raises the problem of access to these same technologies and their possible use in education to articulate, participate and shape the future of a Europe characterized by democracy, solidarity and inclusion. What contribution can the referred digital technologies provide to a more effective realization of the constitutionally recognized right? The discussion is still recent. Digital technology enriches learning in many ways and offers several learning opportunities, but how to guide it? The value of the rule of law is as a priority in Europe as we speak. But it turns out that, in it, the realization of the right to education is not yet achieved in its fullness. It will also be through the policy of education and training that the common values and the general principles of law remain. The focus of intervention by the State and the international community has also been a necessity and priority. In its various rule of law protection mechanisms, the Union stresses the importance of digital media and their use to pursue this essential value. The research intends to focus on the legislative documents from 2018 to 2022 dedicated to using digital technologies valorization to achieve this right. The theoretical-academic penchant is consolidated through systematic normative interpretation and has as pure intent the expansion of knowledge in research in a qualitative and exploratory approach without presenting quantitative data, the aim is to bring continuously to discussion and debate the role, value, and capacity of the use of digital technologies in enforcing a positive right that depends on the state's actions for its implementation. Being certain of the importance of education as a vehicle of promoter of democratic values and for the realization of other public policies, the adequacy of the teaching system to new technological demands arises as a challenge and a need for which there is still a long way to go, which is the way of the mere documentary consecration by the institutions of the European Union.
  • PublicaçãoAcesso Aberto
    Artificial inteligence related to education as seen by the European Union
    2022-03-07 - Silva, Maria Manuela Magalhães; Ferreira, Maria João; Alves, Dora Resende
    Each year, the Commission presents the Digitality indices of the Economy and Society (IDES) and Portugal appears relatively well-positioned compared to the European average. However, will this indication be enough to educate new generations regarding the desired digital transformation? More than 80% of young people in Europe use the internet for social activities, but on the other hand, the lack of knowledge about fundamental rights and the exercise of citizenship is still worrying. European and national citizenship are not fully exercised and we are already moving towards the construction of a new digital citizenship with new associated rights. What makes you question whether education is achieving its ends? As new technologies, how could the use of Artificial Intelligence (AI) be aimed at guaranteeing the educational process towards a better use of democracy in EU? The literature presents several definitions of AI; according to the British one, AI can be defined as "the ability of a digital computer or computer-controlled robot to perform tasks normally associated with intelligent beings". And, it is in this context, the use of AI goes through the most varied fields of action ranging from society in general to areas such as medicine, production, and education. In the education area, the object of this study, AI, is used for several purposes: (i) institutional use - (1) marketing to prospective students, (2) calculating class sizes, (3) planning curricula, and (4) allocating resources such as financial aid and facilities. (ii) Student support - (1) help in automatically scheduling their course load, (2) recommendation of courses, majors and career paths (such recommendations are based on how students with similar data profiles performed in the past, (3) just-in-time financial help (Educational institutions can use data on students to provide them with microloans or advances at the last minute of payment if they need the money to, for example, reach the end of the semester and not drop out. (iii) Preventing dropout through predictive analytics by providing early warnings by analyzing a wide range of data, e.g., academic, non-academic, and operational data. (iv) And, the last but not the least, educational institutions already apply IA in training/teaching, using IA-based software systems that respond to the pace and progress of individual students. The system evaluates students' progress and recommends, or automatically delivers, specific parts of a course for students to review and/or additional resources to consult. However, in this context, although AI-based systems can successfully help the presented activities, some cautions and issues arise, namely student autonomy and privacy. This study intends to take a look into the legislative and preparatory documents and cases presented in the literature that enshrine the issue of digital education and the use of Artificial Intelligence. For this, an integrative literature review will be used. From a theoretical and academic perspective, it is consolidated through the systematic and methodologically selected normative interpretation of national and international legal texts and the law of the European Union. Without presenting quantitative data, the intention is to bring to the discussion and debate the contribution of Artificial Intelligence in digital education as framed in the legislative intentions of the EU.
  • PublicaçãoAcesso Aberto
    O direito à educação e o contributo das novas tecnologias
    2018-10 - Alves, Dora Resende; Silva, Maria Manuela Magalhães; Ferreira, Maria João
  • PublicaçãoAcesso Aberto
    Los valores democráticos de la Unión Europea mediante el uso de las tecnologías digitales
    2019 - Alves, Dora Resende; Silva, Maria Manuela Magalhães
  • PublicaçãoAcesso Aberto
    The value of new technologies in participatory democracy: the case of the European Citizens’ Initiative
    2018-10 - Ferreira, Maria João; Alves, Dora Resende; Silva, Maria Manuela Magalhães
  • PublicaçãoAcesso Restrito
    A iniciativa legislativa de cidadãos como instrumento de democracia: destaque para a União Europeia
    2021 - Alves, Dora Resende; Silva, Maria Manuela Magalhães
    Uma das facetas da democracia é permitir aos cidadãos envolverem-se na tomada de decisões através do exercício da iniciativa legislativa. Acontece a nível nacional e da União Europeia. (...)
  • PublicaçãoAcesso Aberto
    Estudo/Comentário Projecto de Tratado que estabelece uma Constituição para a Europa
    2003-10-01 - Alves, Dora Resende; Silva, Maria Manuela Magalhães
    Corresponde o presente texto ao Estudo/comentário sobre o Projecto de Tratado que estabelece uma Constituição para a Europa, solicitado pela Associação Portuguesa do Ensino Superior (APESP) *a Universidade Portucalense Infante D. Henrique, para dar resposta ao pedido da Comissão de Assuntos Europeus e Política Externa da Assembleia da República. [...]
  • PublicaçãoAcesso Aberto
    Estado unitário, o federalismo e o regionalismo
    2019 - Silva, Maria Manuela Magalhães; Alves, Dora Resende
  • PublicaçãoAcesso Restrito
    The use of sustainable development goals (SDG) in the study of European Union litigation: A bigger plan for citizenship
    2023-11 - Silva, Maria Manuela Magalhães; Alves, Dora Resende
    Universidade Portucalense Infante D. Henrique (UPT) is an university located in the city of Porto, Portugal. The undergraduate law degree program at this higher level educational institution, offers case study teaching in European Union Litigation. Through this case study in the teaching of a curricular unit in the 1st cycle of studies in Law is intended to demonstrate how one can broaden students’ horizons and integrate global causes and citizenship via procedural and specific subject focus. The Sustainable Development Goals - SDGs, of the United Nations (UN) 2030 Agenda, first established since 2015, include topics that address various dimensions of sustainable development (social, economic, environmental), as ways to promote peace, justice and effective institutions These arise as a result of the joint work of governments and citizens around the world. Portucalense University took on the task of publicizing and promoting the integration of the Sustainable Development Goals (SDGs) through its courses from 2023. This was sought by integrating the SDGs into the Curriculum Units Sheets of each course as well as the lectures given by professor. Portucalense University aims to increase students' awareness and the use of goals as means to promote and train distinguished professionals, and foster responsible citizens. The bodies and institutions of the European Union, have documented that education in undergraduate programs and above must bring into particular focus, civilization causes and promote citizenship awareness in world causes. In fact, the European Union has made an unequivocal commitment to the 2030 Agenda and its SDGs. Through internal and external actions the EU is contributing to the achievement of the 17 Goals, both within the Union and in partner countries around the world. It periodically reports on the progress achieved, as well as the setbacks that have taken place over the various recent global crises (financial, migratory, pandemic). This connection with European Union law is given to students to experience in the European Union Litigation course taught at the Portucalense University. Students are called upon to present research work and analysis of a final decision of the Court of Justice of the European Union (CJUE). The course highlights the explanation of technical content but also adds the connection with the subject matter of the SDGs. This promotes the training as a global citizen by interacting with global causes and creates a sensitivity of active citizenship. The goal is to evaluate the overall influence of studying the SDGs within the context of participatory citizenship training by first establishing a doctrinal framework and analyzing the institutional texts of the European Union.