Terça-feira 27 de Setembro, 2022
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Investigação em Educação para o Empreendedorismo e Educação Financeira

A área da Educação para o Empreendedorismo insere-se na área mais abrangente de Educação para a Cidadania. Podendo desenvolver-se em estreita ligação com o empreendedorismo, a área da Educação Financeira assume neste projeto lugar de destaque. Ambas as áreas foram objeto de realização de investigação.

* Investigação em Educação Financeira



Titulo dissertação: Educação Financeira: uma abordagem da poupança com alunos do 4.º ano de escolaridade.

Orientadora: Lina Fonseca

Abstract: We live in a consumer society where all citizens, and increasingly young people, are confronted with situations that require dexterity in financial matters and have a considerable impact on the way children understand the world. Young people are constantly urged and influenced by the appeal to consumption and money becomes a subject in the daily lives of families and children are not unrelated to this topic. It is therefore appropriate to enable children at an early stage in financial matters to become informed, autonomous and accountable citizens in the exercise of their financial functions. Financial Education therefore becomes an indispensable and necessary tool to face this need that is increasingly present in the global society in which we live. Due to the importance of Financial Education, the intention of introducing the theme in the range of children's learning, and a perspective of the need for savings, this research has developed around the following guiding question: if children do not have the opportunity to learn the To use money, how will they then freely learn to opt for savings ?, aiming at: 1) identifying students' prior knowledge of basic financial aspects; 2) develop the ability to solve problems involving money, making justified decisions; 3) to identify students' difficulties in the face of proposed tasks and 4) to design, implement, reflect and evaluate a didactic proposal for the exploitation of contents related to savings. The study was carried out under the Supervised Pedagogical Practice II (PES II) of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education in a class of 4th year of schooling and with the participation of twenty-three students. The data collection was accomplished through participant observation, audiovisual media, questionnaires and documents produced by the students. The data were analyzed and interpreted from categories based on the literature review, the defined objectives and the tasks developed in the research. The results of this study revealed that students presented adequate reasonable prior ideas about money, but they evidenced that they developed mathematical and financial knowledge in a major way, mainly in the awareness of the importance of saving. The work developed in the professional master's degree was fundamental for my growth as an education professional.

Descrição: Relatório Final de Prática de Ensino Supervisionada do Mestrado em Educação Pré-escolar e Ensino do Primeiro Ciclo doe Ensino Básico apresentado na Escola Superior de Educação do Instituto Politécnico de Viana do Castelo.

URL: http://hdl.handle.net/20.500.11960/1792



Titulo dissertação: Um trilho pela Educação Financeira: implementação de uma proposta didática baseada no REF.

Orientadora: Lina Fonseca

Abstract: Currently there is a growing concern in developing attitudes and behaviors in citizens to enable them to achieve financial well-being result of taking informed and responsible decisions. Educating citizens financially has become a global premise with directions and advice arising from various national and international organizations. This study was an integral part of Supervised Teaching Practice II and performed with a group of 3rd grade in a school from the district of Viana do Castelo. The main objective was to evaluate the knowledge students acquired regarding Financial Education, with the implementation of a didactic proposal based on Referential to Financial Education (MEC, 2013), which included 11 sessions and 18 tasks. It was intended primarily to analyze what knowledge was acquired, what difficulties were experienced, which attitudes were revealed and what behaviors were seen as a response to this proposal. Thus, were defined the following research questions: What conceptions and practices teachers, parents and students manifest regarding FE?; What knowledge and difficulties the students reveal before the tasks performed as well as what are their attitudes and behavior towards these? Situated in the interpretative paradigm, a study of exploratory design was carried out following a qualitative methodology and several data collection techniques were used including surveys, audio and video recordings, photographs and documents of the students. To analyze the collected data were defined categories, descriptors and analysis of items that allowed us to evaluate the previous conceptions and knowledge of the students as well as the knowledge acquired, the difficulties thy felt and the changes in attitudes and behaviors. The results obtained after the analysis phase are encouraging. Although students already have some preliminary ideas associated with FE, is right that they have developed them over time. The study shows that the implemented didactic proposal was adequate allowing the acquisition of several knowledge and skills in the financial field. Participants showed a positive relationship with FE, manifesting more thoughtful and responsible in decision making. Alongside entrepreneurial characteristics were also developed. Is this study, beyond the investigation work, several acquired competences are reflected here, result of a continuous reflection of the practice adopted throughout the PES.

Descrição: Relatório Final de Prática de Ensino Supervisionada do Mestrado em Educação Pré-escolar e Ensino do Primeiro Ciclo doe Ensino Básico apresentado na Escola Superior de Educação do Instituto Politécnico de Viana do Castelo.

URL: http://hdl.handle.net/20.500.11960/1762



Titulo dissertação: Educação Financeira desde a Infância: proposta didática para o 1º ano de escolaridade

Orientadora: Lina Fonseca

Abstract: This report was carried out under the Supervised Teaching Practice II (PES II), in Preschool and Primary Teacher Education Master Course. The practice was developed in a primary school in Viana do Castelo district, with a 1st grade group of children, during fifteen weeks. The research project aims the introduction of financial education in the students´ learning trajectory because we want to understand how develop 1st grade students´ financial literacy using the resource of the Referential Finantial Education. This study focused on 11 students and aimed: a) to identify previous ideas/conceptions of students about money; b) to familiarize students with coins and some notes of the European monetary system; c) to understand the meanings attributed by the students to the concepts of spending, saving and giving; d) to identify difficulties revealed by students when faced the proposed tasks and) to realize the effects of didactic proposal in the expressed knowledge by students. Taking into account the problem and the goals we used a qualitative research methodology following a design of an exploratory study. The study developed in the following stages: preparation of a didactic proposal in view of the information provided by Basic School Math Program (MEC, 2013 a), the Referential Financial Education (MEC, 2013 b) and the recommendations of some authors. Proceeded to the implementation of the didactic proposal, the data analysis and finally to critical reflection about didactic proposal with the presentation of improvement suggestions. We opted for. Data collection was done through participant observation, field notes, interview, audio-visual media, and student’s documents. For data analysis were defined categories and some indicators that allowed assessing the involvement, communication and reasoning of students. The results of this study revealed that students have some correct previous ideas about money they have developed throughout the study; after worked coins, students can proceed to identify and make equivalences between them; students realized the meanings attributed to the concepts of saving, spending and giving. Apart from the above, the implementation of this proposal just in the beginning of the school year difficult the learning process because students had reduced mathematical knowledge on number sense, which were developed with the implementation of this proposal related to financial education.

Descrição: Relatório Final de Prática de Ensino Supervisionada do Mestrado em Educação Pré-escolar e Ensino do Primeiro Ciclo doe Ensino Básico apresentado na Escola Superior de Educação do Instituto Politécnico de Viana do Castelo.

URL: http://hdl.handle.net/20.500.11960/1625


* Investigação em Educação para o Empreendedorismo



Titulo dissertação: Educação para o Empreendedorismo – uma abordagem educativa no 1º Ciclo do Ensino Básico

Orientadora: Gabriela Barbosa

Abstract: This report was conducted in the scope of Supervised Education Practice II (SEP II), from the master's degree in Preschool Education and 1st Cycle of Basic Education. The internship was developed in a first cycle school in the District of Viana do Castelo, on a 4th grade class during a period of fifteen weeks. This document presents a summary of the educational intervention held along the fifteen weeks of supervised practice, highlighting the areas of planned intervention, and describing in detail the research developed in this context which is designated as Entrepreneurship Education – Educational Approach in the 1st CBE. This research project is part of the theme of entrepreneurship education in the early years of schooling, as a social aspect of encouragement and development of cultural values and attitudes favorable to the ability and initiative to undertake intentionally. This study involved a group of students of a 4th grade class and seeks to make them aware of educational entrepreneurship issues, causing them to understand the concept of entrepreneurship and known ways of entrepreneurial actions. In order to do so, the following research goals were defined: A) Know and extend the concept of entrepreneurship in students of a 4th grade class; B) Challenge students of a 4th grade class for the subject of entrepreneurial education. Considering the problem and the study targets previously stated, it was decided to adopt an exploratory study of a descriptive and interpretative nature, based on a qualitative methodology. The data collection was carried out through observation, audiovisual records, documents and questionnaires. The results of this study show that the didactic intervention seemed to benefit the construction and development of the student’s thinking in the face of entrepreneurship, particularly on the characteristics of the subject-entrepreneur and the acknowledgment of entrepreneurs from the local environment and close to the students. In addition to the research project, is also here represented the entire process of pedagogical intervention as a part of classroom activities, which enabled the development of numerous essential skills in the teacher training process.

Descrição: Relatório Final de Prática de Ensino Supervisionada do Mestrado em Educação Pré-escolar e Ensino do Primeiro Ciclo doe Ensino Básico apresentado na Escola Superior de Educação do Instituto Politécnico de Viana do Castelo.

URL: http://hdl.handle.net/20.500.11960/1624


Titulo dissertação: Educação para o Empreendedorismo no Pré-escolar: o percurso do sonho à ação.

Orientadora: Ana Barbosa

 Abstract: In terms of education, entrepreneurship is a relatively recent topic because it normally takes us to the business sphere. Many entrepreneurship researchers advocate that the entrepreneurial spirit is not born with the individual but it is rather something one can learn. Among other entrepreneurial competences, entrepreneurship in education develops initiative, decision making, autonomy, team work, autonomy, creativity, capacity of listening and respecting other people's opinions and problem solving. This study aims to show that entrepreneurship can be developed with pre-school children and it can be linked to the curriculum, taking into account that the main idea is to put ideas into practice. The goal of this study is to understand the contribution of implementing a project within entrepreneurship education in order to foment the social integration of the entrepreneurial spirit by children in pre-school age. For that purpose, and aiming at reflecting on the problematic to be studied, the following research questions were formulated: (1) What entrepreneurial skills do the children show throughout the project?; (2) What difficulties are identified in children along the project?; (3) How do we characterize the articulation between the project and the approach to the curriculum? Within this line of action, and in order to respond to these questions, a pedagogical proposal was carried out, which included the fields of entrepreneurial knowledge present in the manual "Ter ideias para mudar o mundo. Manual para treinar o empreendedorismo em crianças dos 3 aos 12 anos". (CEAN, 2009), focusing on the implementation of an entrepreneur project at pre-school level. Through the implementation of the entrepreneurial knowledge fields, one intended to analyze the entrepreneurial skills (soft skills) developed in children within the educational context where the project was carried out, the difficulties they experienced, as well as the potentialities arising from their interaction with the fields and domains of OCEPE. We chose a qualitative methodology, following an exploratory study, in which techniques such as observation, interview, documents, audio and recordings, and photographic records were used in order to collect data. The participants involved in the research were a group of children from the educational context where the Supervised Teaching Practice I and Supervised Teaching Practice II was carried out. This group was composed of 20 children, aged between three and four years old. Through the data analysis it was possible to determine that it is feasible to implement an entrepreneurial project with children of pre-school education. Despite some specific difficulties throughout the project, children expressed entrepreneurial skills. The group showed motivation and interest regarding both the approach to the fields of entrepreneurial knowledge and the practical implementation of the project.
Descrição: Relatório Final de Prática de Ensino Supervisionada do Mestrado em Educação Pré-escolar apresentado na Escola Superior de Educação do Instituto Politécnico de Viana do Castelo.

URL: http://repositorio.ipvc.pt/handle/123456789/1501


Título: Educação Empreendedora: um projeto desenvolvido com crianças do pré-escolar. 
Orientadora: Ana Barbosa

Abstract: This Report is part of the unit course Supervised Teaching Practice II, of the Master in Preschool Education. It is divided into three parts, in the first part we present a characterization of the educational context of PES II, in the second part we describe the study and, finally, in the third part, we present a reflection about the Supervised Teaching Practice.  This problem studied aims to understand the contribution of the implementation of a project in entrepreneurship education to foster the social appropriation of the entrepreneurial spirit of children of preschool age. To reflect on this issue the following research questions were formulated: (1 ) What entrepreneurial skills do children manifest throughout the project's development? (2) What difficulties are identified in children throughout the project's development? (3) How can we characterize the articulation of the project with the development of the curriculum areas and domains? The study is follows of a qualitative methodology, in the frame of an exploratory study. The participants involved in this research, it were a group of 19 children, aged between five and six years old, belonging to the educational context of the Supervised Teaching Practice. The main sources of data collection were: participant observation; access to documents, such as biographical records and field notes; semi-structured interviews; and photographic, audio and video records. Regard is data analysis, it was found that children demonstrated motivation and interest in this innovative theme, entrepreneurship. The project was developed spontaneously by the children, based on their interests and ideas. Throughout the project it were found that the difficulties that children showed more was the communication of their opinions and understanding of the meaning of dreams and entrepreneurship , listening skills and capacity for initiative. We concluded from the results of the study during the period in which the children performed the entrepreneurial project that there was a significant evolution of the acquisition of entrepreneurial skills. 

Descrição: Relatório Final de Prática de Ensino Supervisionada do Mestrado em Educação Pré-escolar apresentado na Escola Superior de Educação do Instituto Politécnico de Viana do Castelo.

URL: http://hdl.handle.net/20.500.11960/1507