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Rebelo Leandro, Cristina

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6916-1C7E-2CB9
0000-0003-3987-0348

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  • Extended School Time: Impact on Learning and Teaching
    Publication . Cabral Mendes, Pedro; Rebelo Leandro, Cristina; Campos, Francisco; Fachada, Miguel; Paula, Ana; Gomes, Ricardo
    This paper presents and assesses the effects of an Extended School Time project (ESTp), with a working day of 8 contact hours, that aimed to develop the students as a whole in its academic, artistic, sport, social and human dimensions. Based in active and integrated pedagogical practices, the project promoted the integration of knowledges, curiosity, sense of criticism, creativity, sharing solidarity and the conviviality of students. This project was applied to a 6th grade class with 20 pupils (11.2±0.68 years old). Using a qualitative methodology, 13 semi structured interviews were applied to 3 types of participants: 6 pupils, 5 parents (42.6±4.54 years old) and 2 teachers (60±4 years old), in order to analyze their perceptions regarding the project. Results show that each group valued different aspects of the project. The pupils valued activities that emphasized challenge, communication, creativity, and autonomy, as well as activities of academic continuity. The parents focused mostly on the occupational component of Extended School Time (ESTp), and the teachers on its effects on social and self-development of the pupils. This development was reflected in an improved peer-to-peer relationship and in a greater sense of belonging to school. The convergence verified in this ESTp, between cognition and the artistic, social and sport education, sought to promote the main goal of the School, an instruction that promotes a global (including multicultural and universal) development of the pupils’ capabilitiesThis paper presents and assesses the effects of an Extended School Time project (ESTp), with a working day of 8 contact hours, that aimed to develop the students as a whole in its academic, artistic, sport, social and human dimensions. Based in active and integrated pedagogical practices, the project promoted the integration of knowledges, curiosity, sense of criticism, creativity, sharing solidarity and the conviviality of students. This project was applied to a 6th grade class with 20 pupils (11.2±0.68 years old). Using a qualitative methodology, 13 semi structured interviews were applied to 3 types of participants: 6 pupils, 5 parents (42.6±4.54 years old) and 2 teachers (60±4 years old), in order to analyze their perceptions regarding the project. Results show that each group valued different aspects of the project. The pupils valued activities that emphasized challenge, communication, creativity, and autonomy, as well as activities of academic continuity. The parents focused mostly on the occupational component of Extended School Time (ESTp), and the teachers on its effects on social and self-development of the pupils. This development was reflected in an improved peer-to-peer relationship and in a greater sense of belonging to school. The convergence verified in this ESTp, between cognition and the artistic, social and sport education, sought to promote the main goal of the School, an instruction that promotes a global (including multicultural and universal) development of the pupils’ capabilities
    2021Journal article Open access Show more
  • Projeto criar+ : escola a tempo inteiro no 2.º ciclo do ensino básico
    Publication . Cabral Mendes, Pedro; Rebelo Leandro, Cristina; Campos, Francisco; Fachada, Miguel; Santos, Ana Paula
    2020Journal article Open access Show more
  • Livro de resumos do 3º Forum REDESPP : desporto para um futuro sustentável - território e comunidades
    Publication . Damásio, António Sérgio; Martins, Artur; Rebelo Leandro, Cristina; M. L. Martins, Fernando; Campos, Francisco; Dias, Gonçalo; Mendes, Pedro; Gomes, Ricardo; Melo, Ricardo; Mendes, Rui
    2021Book Open access Show more
  • As potencialidades da educação física enquanto promotora da interdisciplinaridade em contexto natureza
    Publication . Pereira, Rita; Mendes, Pedro; Rebelo Leandro, Cristina
    O espaço exterior da escola pode funcionar como affordance para as crianças se tornarem mais ativas, ajudando-as a interligar diferentes saberes, e deste modo construir o seu próprio conhecimento. Este estudo contemplou 12 aulas de Educação Física (EF), tendo como matriz as Aprendizagens Essenciais (AE) da EF para o 2.º ano e decorreu no mês de março de 2022. As sessões de tipologia interdisciplinar tiveram como tema indutor a história "Arrumado" onde foram trabalhados temas de várias disciplinas. Deste modo, uma turma do 2.º ano (20 alunos), de uma escola de Coimbra, vivenciou três sessões semanais de EF, duas em formato "tradicional" e uma interdisciplinar, emdois contextos: escola e Natureza. Esta investigação pretendeu responder a dois objetivos: analisar a relevância do contexto Natureza na prática da EF do 1.º CEB e refletir sobre o papel da prática interdisciplinar entre a EF e as outras disciplinas. O instrumento metodológico utilizado foi o focus groups. A análise dos resultados permitiu concluir que o contexto Natureza foi o ambiente que as crianças elegeram como preferido para a prática de EF. Foi ainda possível constatar que as práticas interdisciplinares dinamizadas no decorrer destas aulas de EF mereceram grande relevância pelos alunos
    2022Book part Open access Show more