VALORIZA - Centro de Investigação para a Valorização de Recursos Endógenos
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- Are European banks informationally weak-form efficient? A dynamic analysisPublication . Almeida, Dora Maria Fortes de; Dionísio, Andreia Teixeira; D’Ascensão, Maria José Marcelino Madeira; Ferreira, Paulo Jorge SilveiraThe efcient market hypothesis (EMH) is a cornerstone of fnancial theory and is crucial to understanding weak-form efciency, particularly during extreme events. Detrended fuctuation analysis (DFA) is a robust approach for assessing weak-form efciency, overcoming some limitations of traditional methods. Given the fundamental role of the banking sector in the economy and its importance during crises, evaluating informational efciency in this sector becomes even more relevant. In the present study, we applied the DFA with sliding windows to assess the weak-form efciency in the stock returns of the European banking sector between February 2016 and February 2023 and the efciency index of Kristoufek and Vosvrda (2013) to rank the weakform efciency levels of the analyzed banks. The results indicate that the COVID-19 pandemic increased bank return persistence. In contrast, the Russia–Ukraine war initially led to antipersistent behavior, but banks returned to persistent patterns over time. The efciency ranking revealed that banks from Belgium, the UK, Spain, and Sweden were less inefcient, whereas those from France and Italy presented higher levels of inefciency. The fndings provide valuable insights for investors and policymakers regarding the development of risk mitigation strategies, risk management, and fnancial stability eforts
- COMUNIDADES DE APRENDIZAGEM PARA A INCLUSÃO EDUCATIVAPublication . Amélia Marchão,; Ana Paula Caetano,; Ana Sofia Pinho,; Carolina Carvalho,; Daniela Semião,; João Piedade,; Lina Costa,; Luís Tinoca,; Márcia Kamp,; Maria João Mogarro,; Maria José D. Martins,; Otília Sousa,; Sofia Freire,; Sofia Santos,; Tânia Henriques,; Teresa Oliveira; Tinoca , Luís; Caetano, Paula
- Descobrindo a educação inclusiva através das vozes dos alunos de Territórios Educativos de Intervenção Prioritária (TEIP)Publication . Márcia Kamp; Carolina Carvalho; Amélia Marchão; Maria José D. Martins; Sofia SantosNo âmbito da educação inclusiva, Portugal tem desenvolvido medi- das para diminuir assimetrias socioeconómicas e geográficas, nomea- damente, o programa Territórios Educativos de Intervenção Prioritária (TEIP), cuja monitorização deve integrar a voz ativa dos principais inter- venientes e incluir os alunos. Contudo, há poucas evidências da voz dos alunos sobre as escolas TEIP. No presente estudo, o objetivo foi analisar a perceção dos alunos de programas TEIP sobre: 1) a educação inclusi- va, 2) as práticas inclusivas dos professores, 3) o ambiente escolar inclu- sivo e 4) como essa perceção evolui ao longo do percurso académico, analisando-se as seguintes variáveis: sexo, apoio educativo e retenção. Para isso, 637 alunos de escolas TEIP, entre os 6 e 18 anos, 319 do sexo feminino e 318 do masculino responderam ao questionário Perce- ções dos alunos sobre educação inclusiva. Os resultados indicam que os alunos avaliam positivamente as iniciativas das escolas em prol da inclusão, embora apontem a necessidade de os professores consulta- rem mais os alunos sobre como melhorar o ambiente de sala de aula. A perceção positiva da educação inclusiva é geral entre os alunos, sem di- ferenças significativas entre raparigas e rapazes. No entanto, há espaço para aprimoramento das práticas pedagógicas e a nível da investigação.
- Schools as learning communities for inclusion: insights from case studies of two school clusters in PortugalPublication . Maria José D. Martins1; Amélia Marchão; Teresa Oliveira; Ana Paula Caetano; Luís TinocaIntroduction: Schools are facing increasing diversity in student origins due to migrations. The INCLUD-ED approach aims to transform schools into learning communities to increase social cohesion, inclusion, and academic success through successful educational actions like interactive groups, literary gatherings, community participation, dialogical teacher training, and a dialogical model of conflict resolution. Methods: This research analyzed two school clusters in Portugal implementing the INCLUD-ED approach, focusing on practices and impacts on learning, relationships, and inclusion. A qualitative case study method was used, involving interviews with adults and focus groups with students. Results: Both schools promoted literary gatherings and interactive groups. Teacher engagement varied, but most participants agreed the approach increased family/community involvement and enhanced academic and socio-emotional learning. Discussion: The INCLUD-ED approach appears to transform schools into more inclusive learning communities, though full implementation faces some challenges. Further research is needed to evaluate long-term impacts.