The Portuguese Experience in France · de aprender e aprofundar conhecimentos sobre a Expansão...

The Portuguese Experience in France

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DIA INTERNACIONAL DA PESSOA COM DEFICIÊNCIA

Day 1 - 30 th September 2019

The first day of our week in France began

with a welcoming ceremony presented by the

principal of the French school "Eduard Herriot",

where we had access to the schedule and

plans for the week. After that, we went on

a guided tour of the school and finally had

our coffee break in which we ate delicious

croissants. After being guided to the

school gymnasium, we did some ice break-

ing activities, such as painting benches

made of pallets, initially built by the French

students. We learnt a flashmob choreog-

raphy, and finally played a game that had the participation of all students in a fun

and creative way. After that, we enjoyed the meal

offered by the school canteen for the first

time. We had the opportunity to enjoy a

dish of chips with beef stew. In the afternoon, the group had the

honor of meeting the regional government

agencies of Chartres through a lecture and

visit to the Departmental Council. With

this initiative, we got to know the govern-

mental system of the city itself and of the

region regarding health, education and en-

vironment. Later we presented the

flashmob choreography in front of the

beautiful Chartres cathedral. We partici-

pated in a peddy-paper organized by the

school, so that foreign students could get

to know the city where they would spend

the whole week. By four pm, all students were already

back at school, so this was the first day of what

would be a long week.

Erasmus+ KA229 - Sustainability - Everyone's Responsibility.

ANO XII - EDIÇÃO I - JUNHO DE 2020 - EBS TOMÁS DE BORBA

Day 2 - 1st October 2019

On the second day of our trip, our

work was organized as follows: Meeting

with all the students present in the project

Erasmus+ in “Eduard Herriot” school and

then bus departure with teachers and stu-

dents to the CFA (vocational school) in

Chartres. And so began the cultural ex-

change, gastronomic activity

with chef Benoit Cellot (chef at the “Grand

Monarch” restaurant awarded with a Mich-

elin star). We prepared an entrée - smoked

salmon paté with cream, chives and lemon. The

main course made by teachers and students was fresh cod fillets with trio of peppers, onion and

vinaigrette sauce, followed by a dessert that con-

sisted of a crumble pear and apple crumble. After

lunch and some conviviality in the dining room, the

group returned to the school by bus and took a

short break. Later, the students and teachers gath-

ered in a room with the aim of creating posters on

the activity of the day in Chef Cellot’s kitchen. Each country created posters in the 'Canva' app

about the cooked recipes that were translated in-

to different languages with photos of the dishes

taken by the students. The project activities

planned for the day were completed.

Day 3 - 2nd October 2019

October 2, Wednesday, began at the

school, where we met at 8am, so that at 8:10 we

would be leaving for the city of Chartres. There

we visited the famous cathedral with the help of a

guide who gave us a brief explanation of its histo-

ry. We were told that the cathedral followed the

Gothic and Roman-styles. It is dedicated to Our

Lady, and there are figures of the Bible carved

around the entire monument because in the past,

since most of the population was illiterate, they

represented the Bible through images, among oth-

ers. Also to be seen there were sculptures,

stained glass and furniture designs. Beneath the

cathedral there is a maze where the priests

walked, for they believed that if they reached the

end of the maze, they would end up closer to

God. The windows of the cathedral were covered

with colored stained glass and the liturgical furni-

ture was mostly gilded. Then, we went to a class-

room where we had a workshop on stained glass

painting. The materials used were colored glass,

Chinese paint, lead irons and a welding machine.

All foreign teachers and students

were able to perform the activities

while the French students were in school having classes. The morning

ended with a visit to the Chartres

stained glass museum. Students had

the opportunity to learn about the

history of stained glass and to ap-

preciate ancient and modern art. In

the end, we drove to school by bus

where we met the French col-

leagues. Wednesday afternoon was

free to give students the chance to

spend more time getting to know

the city, buying souvenirs and being

able to socialize with each other

and their host families.


Day 4 - 3rd October 2019

The fourth day of the pro-

ject started earlier than usual, at

7:20 am to be precise, where we

started our journey from tiny

Lucé to the big capital, Paris. By 9

am, long before we reached our

final destination (the Louvre), we

quickly got used to the morning

life of this great city. We saw the

Eiffel Tower, the Seine River,

Notre Dame, and the typical Pa-

risian streets.

I t w a s

around 10am

when we

arrived at the

famous Lou-

vre Museum

where we

had a

short guided tour of

the main Greek, Ro-

man, Medieval and Re-

naissance wings. After the visit, there was a

small waiting time

where we took lots of

typical and touristy

pictures, followed by

t h e p r o j e c t ' s

“flashmob” in front of

the Louvre.

Afterwards, we took our bus and

headed towards the “Cité des Sciences” where

we had a small picnic

in the nearby gar-

den. Until 3 pm,

the scheduled

time for the

planetary ses-

sion, we had

the oppor-

tunity to visit

this “City of

Sciences” freely and spontaneous-

ly. After the planetary session and our

time for souvenirs in the same place, it was

time to return home.

The return, just like every re-

turn, was long but calm enough, so

that we could absorb all the experi-

ences that we had lived in the great

French capital on this day.

Página 4 ANO XII - EDIÇÃO I - JUNHO DE 2020 - EBS TOMÁS DE BORBA

Day 5 - 4th October 2019

Friday, October 4, the day was contemplat-

ed with several workshops held at Eduard Herriot

School, using CLIL methods. Initially, we were di-

vided into two multinational groups for a better

organization and accomplishment of tasks.

The first workshop was related to energy

and started at 8:10 am. It started with three board

games, played by all students and teachers. The

aim was to cover our knowledge of water treat-

ment and energy functioning that are present in all

countries involved in the project (France, Finland,

Portugal, Croatia and Poland).

In the second workshop "How to make

electricity?" we were presented to some examples

of renewable energies, and we got to know a little

more about its constitution and how the produc-

tion of energy works.

The third workshop allowed us

to gain insight of how to make a class-

room sustainable by using

the windowfarm technique and

teaching us how to prepare

one. In addition, we were led

to find out what the needs

of a plant cell are and we

looked at the different

parts of a leek, namely

the stem and the leaves,

using microscopes.

Lunch took place in the school

cafeteria with roasted chicken and

rice, accompanied by fruit, salad and

water. Afterwards, all students and

teachers gave their general apprecia-

tion and feedback on the activities

throughout the week on an online ques-

tionnaire.

In the end of the week of multi-

culturalism and cross-country dynamics, the students, teachers and host families

joined together for a pleasant conviviali-

ty at school, strengthening ties amongst

each other. Gifts were distributed and

diplomas delivered to all involved by the

project organization.


O Projeto Erasmus+ História e Cultu-

ra do Cacau levou até terras da Ca-

talunha, à Fundació Escolas Garbí as

professoras Lília Ávila e Patrícia Cheio, e as alunas

Sandra Viveiros, Catarina Dias, Mónica Gonçalves

e Leonor Barcelos. Durante uma semana, e no

âmbito do Projeto Erasmus+KA2 Cultu-

re&History of Cacao, o grupo teve a possibilidade

de aprender e aprofundar conhecimentos sobre a

Expansão Marítima Espanhola e a descoberta dos

grãos de cacau. Foram apresentados vários vídeos

sobre as culturas pré-colombianas (Astecas, Maias

e Incas) bem como realizados workshops de mol-

dagem em barro, inseridos num concurso, e de

desenho e estampagem de t-shirts).

Os documentos PowerPoint com frisos

temporais legendados e ilustrados, conseguiram,

através de atividades motivadoras e práticas, de-

senvolver competências cognitivas, artísticas e

altitudinais em todos os presentes. Os alunos fica-

ram a conhecer todo o percurso marítimo dos

grãos de cacau, vindos da América do Sul e do

continente africano, até chegarem à Europa e se-

rem transformados em barras de chocolate, que

podiam ser apreciadas pelas famílias abastadas,

pertencentes à aristocracia. O workshop dedica-

do ao chocolate, realizado na Escola de Pastelaria

de Barcelona, na qual está integrado o Museu do

Chocolate, foi um dos momentos altos desta for-

mação. Aí cada aluno teve a oportunidade de


Mobilidade Barcelona - Janeiro 2020

aprender, recorrendo aos cinco sentidos a prepa-

ração do chocolate, através de confeções ministra-

das por uma formadora.

Os peddy paper realizados, seguindo os

passos de Colombo e as casas de Chocolate da

cidade, as diferentes visitas de estudo, nomeada-

mente, ao Museu Etnológico das Culturas Mundi-

ais, em Barcelona, à Casa Museu Amantller, junto

à Casa Batlló, onde é evidente o estilo modernista

de Gaudí, ao Museu do Torrão e do Chocolate,

em Agramunt, que congrega uma fábrica artesanal,

inaugurada no século XVIII, ao Mosteiro de Vallbo-

na, onde foi produzido o chocolate pela primeira

vez em Espanha, bem como todos os workshops,

foram registados em fotografia e trabalhados, pe-

los grupos transnacionais em trabalho colaborati-

vo, em diversas aplicações (PADLET; SEPPO) e

editores de vídeo e de imagem, que resultaram em

materiais pertinentes, criativos e dinâmicos, os

quais foram partilhados nos murais digitais das di-

ferentes escolas e do próprio projeto. Assim, to-

dos os alunos, professores, encarregados de edu-

cação e público em geral puderam acompanhar as

publicações diárias partilhados nas redes sociais e

n o T w i n s p a c e d o p r o j e t o .

Nos tempos livres, depois das atividades, as alunas

visitaram ícones da cidade, como a Sagrada Família,

o Museu de Arte da Catalunha, o Parc Guell e o

Montjuic, onde se situa a aldeia olímpica e o mu-

seu Miró. As famílias anfitriãs foram incansáveis.

A semana terminou com a finalização dos

trabalhos, com a avaliação do projeto em formulá-

rio Google e com a entrega de certificados de par-

ticipação a todos os presentes.

Existiu interdependência positiva – senti-

mento do trabalho conjunto para um objetivo co-

mum, no qual cada participante se preocupou com

a sua aprendizagem, mas também com a dos cole-

gas; desenvolveram-se competências interpessoais

de comunicação, confiança, liderança e de autono-

mia. Valorizou-se o processo. Construíram-se pro-

dutos. Solidificou-se a consciência europeia. Atra-

vés do trabalho colaborativo, e do método inclusi-

vo, aliados à temática do projeto, tanto

professores como alunos saíram mais

ricos.

Patrícia Cheio

(Coordenadora do

projeto)


Let's see what Catarina shared on eTwinning.

Day 1: We were guided to see the whole school

by two lovely students! It was impressive how big

was the school and really beautiful. After that we

met with the others students of each country. In

this meeting the Spanish coordinators showed to

us the activities of the whole week. All the activi-

ties seemed quite dynamic and motivating! Still in

this meeting we also saw the logos of the others

countries and all of them were very creative. After this we had a break and then started the

presentations of the Spanish students about the

age of discoveries. Based on the information giv-

en, they organized us into groups with people of

the different countries and we started to work.

The work was intensive and

maybe a little difficult for me

but it developed my capacity

to be more independent.

Day 2 We went on a bus to

see a museum of ethnologi-

cal and world cultures and

to do a choco tour (we had

a map and you had to find

some of the most famous chocolate shops). Eve-

rything was very

well organized and

on time. In the end we did an activity

about following the Colum-

bus footsteps using an app

called Seppo. This activity

for me was very interesting

cause we explored better

the cocoa route.

Day 3 On Wednesday, we

learned about the health

properties of cacao. This left

me a little bit surprised be-

cause I didn't know that ca-

cao was such a healthy product. Later we learned how to taste well the chocolate:

listening the noise that it makes when broken, the

smell, the taste in the mouth and the difference

between being solid and melted. Actually it was

very fun and interesting because it showed that

tasting chocolate is more complex that we

thought.

Day 4 On Thursday, we first visited the Museu

del Torró l de la Xocolata in Lleida. In this muse-

um was shown to us how the stone chocolate is

made. I enjoyed reading about the history of the

introduction of chocolate in Spain. In fact, it was

very fascinating to know one of the few factories

that still retains a traditional way of making choc-

olate! Besides that, it is the only factory with the


famous "stone fabricated" chocolate and that has

an exhibition of antique machinery and tools that

were used to make that type of chocolate. The second visit was to the Vallbona de les Monges Monastery. This was a female monastery

of the order of Cistercians (who made for the first

time the chocolate in Spain). I loved all the projec-

tions of the representation about the nuns, all of

them drove all my attention.

Day 5 In the last day of this magical experience,

we made some pre-Columbians symbols and

stamped them in our T-shirts. The second activity

was an art workshop: Chocolate Bar creation.

These two activities were awesome and really cre-

ative. This week, summing up, was great! The

family that welcomed me couldn't be better, they

all were very welcoming and cozy! This project helped me to be more inde-

pendent, responsible, sociable and it opened my

mind! I'm really grateful to be part of this project.

Thank you all.

#Erasmusplus

#cultureandhistoryofcacao

#KA2projects

#tomasdeborba Catarina Dias


https://www.facebook.com/hashtag/erasmusplus?__eep__=6&source=feed_text&epa=HASHTAG&__xts__%5B0%5D=68.ARDO0IjyFSVsuZyGtWhCxz3TlDSQR50_zWHwYKaYrBLnybUFkPnYoWGsSyxsze699iDaLvZHvIXjdbrGTU8pokm4o1zufaho8cwU-5fgVW6LVCLd-CCYhex0k5ITN7gXUvpbBAfC-akIpajss-ialkS_s8R36

https://www.facebook.com/hashtag/cultureandhistoryofcacao?__eep__=6&source=feed_text&epa=HASHTAG&__xts__%5B0%5D=68.ARDO0IjyFSVsuZyGtWhCxz3TlDSQR50_zWHwYKaYrBLnybUFkPnYoWGsSyxsze699iDaLvZHvIXjdbrGTU8pokm4o1zufaho8cwU-5fgVW6LVCLd-CCYhex0k5ITN7gXUvpbBAfC-akIpajs

https://www.facebook.com/hashtag/ka2projects?__eep__=6&source=feed_text&epa=HASHTAG&__xts__%5B0%5D=68.ARDO0IjyFSVsuZyGtWhCxz3TlDSQR50_zWHwYKaYrBLnybUFkPnYoWGsSyxsze699iDaLvZHvIXjdbrGTU8pokm4o1zufaho8cwU-5fgVW6LVCLd-CCYhex0k5ITN7gXUvpbBAfC-akIpajss-ialkS_s8R36

https://www.facebook.com/hashtag/tomasdeborba?__eep__=6&source=feed_text&epa=HASHTAG&__xts__%5B0%5D=68.ARDO0IjyFSVsuZyGtWhCxz3TlDSQR50_zWHwYKaYrBLnybUFkPnYoWGsSyxsze699iDaLvZHvIXjdbrGTU8pokm4o1zufaho8cwU-5fgVW6LVCLd-CCYhex0k5ITN7gXUvpbBAfC-akIpajss-ialkS_s8R3

E porque o cinema não tem fronteiras

nem limites, este ano o Núcleo de Educação Espe-

cial da EBSTB assinalou o dia internacional da pes-

soa com deficiência através da sétima arte, de 2 a

7 de dezembro, com o Ciclo de Cinema intitulado

“Todos ao Cinema”, passando a mensagem de que

a determinação, a capacidade de adaptação e a re-

siliência podem ser superiores a qualquer limitação

física ou intelectual.

Foram exibidos filmes de diferentes gé-

neros no Auditório António Dacosta, os quais fo-

ram visualizados por alunos dos diversos níveis de

ensino, que puderam participar no passatempo

“Ganha Bilhetes no CCCAH” ao escrever um co-

mentário/elaborar um desenho sobre um dos fil-

mes visualizados.

Os vencedores foram:

Bárbara Alexandra Martins – 2.º ano EB1/JI Santa

Bárbara

Lara de Sousa Coelho – 9.º 3

Leonor dos Santos Toste – 3º ano EB1,2,3/JI/S/EA

Tomás de Borba

Maria Luísa Aguiar – 3º ano EB1/JI Pico da Urze

Matilde Bernardo Nunes – 2.º ano EB1/JI S. Barto-

lomeu

O Ciclo de Cinema culminou com uma

matiné para pais e filhos,

com direito a pipoca e

bebida para TODOS!

A Coordenadora do Núcleo

de Educação Especial,

Carla Alves


Deficiência Visual/Problemas Visuais

- Audiodescrição e tradução por fones de ouvido.

- Áudio-assistência.

Distúrbios sensoriais/Perturbação do Espetro do Autismo - Volume do filme mais baixo e menos intenso, com menos

vibrações. - Ambiente a meia-luz, para que consigam ver o que está a

acontecer ao seu redor.

- Exclusão dos trailler’s no início do filme. - Livre circulação e entrada e saída (supervisionada) da

sala de cinema.

- Ocupação não total da sala de cinema (70% da sala).

Mobilidade reduzida - Locais reservados para cadeiras de rodas

com áreas de uso para acompanhantes.

- Assentos localizados em superfícies hori-

zontais.

Reconhecendo a acessibilidade como condição essencial

para o pleno exercício dos direitos das pessoas com deficiência e de

todas as outras pessoas que experimentam uma situação de limita-

ção funcional ao longo das suas vidas, existem várias formas de

adaptar as sessões de cinema, para que as mesmas se possam tornar

acessíveis e alcançáveis a um maior público-alvo.

Deficiência Auditiva/Problemas Auditivos

- Volume do filme mais alto e mais intenso, com mais vibrações. - Recurso a legendas descritivas (descrição dos diálogos, identifican-

do a personagem e os elementos sonoros presentes no filme).

- Recurso à língua gestual.

“O cinema reflete a cultura e não há nenhum problema em adaptar a tecnologia, desde que não se perca a originalidade”.

Jackie Chan


A educação para a cidadania visa contribuir

para a formação de pessoas responsáveis, autóno-

mas, solidárias, que conhecem e exercem os seus

direitos e deveres em diálogo e no respeito pelos

outros, com espírito democrático, pluralista, crítico

e criativo, tendo como referência os valores dos

direitos humanos. Atualmente, a Educação para a Cidadania é

encarada como um desafio central das instituições

escolares e da sociedade em geral. Assim, os agen-

tes educativos têm também como dever promover

a formação e a socialização das crianças e jovens,

fomentando igualmente a sua integração a partici-

pação ativa e responsável na vida da sociedade.

Neste âmbito, é atribuído aos professores um pa-

pel fundamental: o de mediadores do processo de

desenvolvimento pessoal e social dos seus alunos. Partindo do princípio que a sociedade atual

tende, cada vez mais, a assumir-se como sociedade

de formação e de aprendizagem ao longo da vida. a educação deve organizar-se à volta de quatro

aprendizagens fundamentais que, ao longo de toda

a vida, serão de algum modo para cada indivíduo,

os pilares do conhecimento: aprender a conhecer,

isto é adquirir os instrumentos da compreensão;

aprender a fazer, para poder agir sobre o meio en-

volvente; aprender a viver juntos, a fim de partici-

par e cooperar com os outros em todas as ativida-

des humanas; finalmente aprender a ser, via essen-

cial que integra as três aprendizagens precedentes.

Sabendo que a Escola deve possibilitar o

desenvolvimento de conhecimentos e competên-

cias que permitam a adaptação do aluno a um mun-

do em mudança, e tomando como conteúdo a situ-

ação pandémica atual, as turmas 1,2,3 e 4 do 10º

ano da Escola Tomás de Borba uniram-se através

de um projeto comum, que pretendeu desenvolver

os seguintes domínios: Ambiente, Interculturalida-

de e Voluntariado, refletindo sobre os mesmos. Na

planificação das atividades da disciplina Educação


para a Cidadania estava agendada uma limpeza da

orla marítima, uma iniciativa conjunta com a associ-

ação Terceira Beach Cleaning, a 7 de março, em

simultâneo com o movimento nacional, que não se

realizou em virtude das condições atmosféricas e

do estado do mar, e uma palestra/debate sobre a

realidade da comunidade Imigrante nos Açores, a 9

de junho, que contava com a colaboração da AIPA

(Associação de Imigrantes dos Açores no auditório

António Dacosta, que também não se realizou de-

vido à pandemia da COVID-19. Assim, estas ativi-

dades foram substituídas, na modalidade do ensino

à distância, por pesquisas online, coordenadas ape-

nas pelos diretores de turma, com o intuito de ser

recolhida informação sobre os temas do Ambiente,

Voluntariado e Interculturalidade e que pretende-

ram dar respostas às seguintes questões: Como

podemos avaliar o impacto no Ambiente da qua-

rentena/isolamento social resultante da pandemia

da COVID-19? De que forma esta pandemia deu

origem a atitudes de Voluntariado em prol da soli-

dariedade social? De que forma a origem do vírus

está relacionada com aspetos culturais e na forma


como diferentes povos tratam e convivem com os

animais? Esta pesquisa resultou em trabalhos indivi-

duais vários (cartazes, posters e vídeos), que reve-

laram reflexão sobre os temas e qualidade, tendo

os mesmos sido partilhados no mural das turmas

no SGE e nas redes sociais.

Com estes trabalhos realizados pelos alu-

nos do décimo ano de escolaridade, no âmbito da

disciplina de Cidadania e Desenvolvimento, desen-

volveram-se os domínios acima mencionados; pro-

moveu-se a aprendizagem de múltiplas literacias

que permitiram aos alunos analisar e questionar

criticamente a realidade, avaliar e selecionar a in-

formação, formular hipóteses, tomar decisões fun-

damentadas e resolver problemas; desenvolveram-

se competências de trabalho e de comunicação;

desenvolveu-se nos alunos a capacidade de lidar

com a mudança e com a incerteza num mundo em

constantes mudanças climáticas e interculturais;

levou-se os alunos a encarar os avanços no saber

científico, técnico e tecnológico como desafios e

oportunidades de crescimento sustentável e valori-

zou-se o papel da escola como espaço de aprendi-

zagem e de qualificação.

Patrícia Cheio (DT do 10º2)

ANO XII - EDIÇÃO I - JUNHO DE 2020 - EBS TOMÁS DE BORBA Página 14

Nowadays, young, people during the various

stages of life, go through several difficulties, mainly dur-

ing the course of adolescence. The teenage years are

the period of more and greater changes, both socially,

personally, physically and socially. It is a phase of dis-

coveries and dealing with immense problems and inse-

curities.

The way how we see ourselves in relation to

our physical appearance is crucial. It is necessary that

we feel good about ourselves. It is mainly in adoles-

cence that the greatest changes at the body level arise

and in which insecurities arise as well. Most of these

insecurities arise due to the social pressure exerted by

society, which says that we must be within the estab-

lished aesthetic standards. We are forced to deal with

all this. Every day we see on television, in magazines,

and on social networks, people with the "perfect" body

in the eyes of society, a body that is difficult to reach.

At this stage when we are teenagers, the big-

gest "conflicts" with our family members start to ap-

pear, mainly with our parents, who are with whom we

live daily. As the age groups are very different, mentali-

ties are also different. We, young people, want to feel

free, to be able to go out with our friends without any

more worries or, then, to do something we like with-

out anyone limiting us, we want to own ourselves. Our

parents have already gone through this phase and they

know how things are. So they limit us because they do

not want us to make the same mistakes they did, but

they need to have confidence, to be sure that we will

not disappoint them. This is one of the main reasons

for disagreements and quarrels between parents and

children.

As we are all aware, alcohol, and the most di-

verse types of drugs, are increasingly easy to access.

Any young person can easily buy this type of substance

and then consume it. Many stores don't care about age

as long as they can sell. Any minor can buy tobacco and

alcohol without having an adult with them. As for

drugs, they are more and more normalized and more

and more young people are doing drugs without their

parents knowing.

Anorexia, bulimia, obesity, among other less

talked eating disorders, are increasingly constant, both

in women and men. More and more, young people are

concerned with their image and in search for the per-

fect body at all costs, developing disorders such as ano-

rexia and bulimia. On the other hand, the obesity rate

is also increasing. Nowadays, we are seeing more and

more new fast-food chains to be announced with ap-

pealing prices and campaigns and, of course, with prod-

ucts that are not at all healthy. We live in a society of

extremes.

At school, one of the sources of greatest stress

for teenagers, the demand increases more and more.

Curricular goals are denser each year with so much

ANO XII - EDIÇÃO I - JUNHO DE 2020 - EBS TOMÁS DE BORBA Página 16

material that it becomes difficult to really learn every-

thing. It ends up getting more studied material that in a

short time is already forgotten. We live in a ridiculous

teaching that is so extensive and complicated. There is

also the concern with the high averages that we have

to reach in order to apply to a good university and be

able to be someone in life. Currently, students are al-

most programmed to be robots that are solely and ex-

clusively dedicated to school.

Relationships in adolescence is also a concern.

Most of them are healthy, however, there are always

those that go beyond the limits, where physical and

psychological violence are present, where one individu-

al feels the owner of the other and who controls life

from someone else, and when something happens

something that you don't like turns into violence.

Violence at school or social networks, bullying

and cyberbullying, are something seen too often. There

are aggressors who feel superior, because he or she

has more economic means, because the other person

does not fit the pattern, among other things, that he/

she makes fun of a more fragile victim because he/

she knows that he/she is unlikely to denounce these

attitudes for fear of greater consequences. Bullying

for me is something that should never have started,

there is no fun in humiliating someone else.

Teenage pregnancy is a very controversial

subject nonetheless very recurring. Most young

people are careless and end up having to deal with

this situation. These young people, in most cases,

do not have the maturity to raise a child, nor do

they want to have to do so, so they resort to abor-

tion. If, for some reason, the pregnant woman de-

cides to continue with the pregnancy against the

child's father will, she is more likely to end up rais-

ing the child alone.

Peer pressure, which is something quite

normal, is another issue. Many young people give in

to pressure from others to be able to integrate into

a specific group, even if it goes against their personal

principles and tastes. They do the same as the rest of

the group so as not to be excluded. Teenage friend-

ships are something that we think will last forever, that

we have lots of friends that we can trust and that will

never betray us. Well, it’s not the reality, at this point

most of the friends we have come and go just as easily,

either because we don’t identify ourselves as much as

we thought or because they were not people who real-

ly cared and liked us. We can trust only in small group

of people who will always be there for us in good times

and bad times.

As we have seen, there are many problems

young people have to deal with. Adolescence is an ex-

tremely complicated period of our lives that has to be

overcome, but, in the end, it is a necessary rite of pas-

sage into adulthood, a phase that should teach us how

to face other challenges and take up responsibility and

accountability for one’s actions.

Madalena Santos, 10º1


E ste artigo apresenta uma sessão de

Arte Terapia do tipo vivencial potencial grupal,

realizada no âmbito do projeto "BrincArte", com

alunos do pré-escolar e do Programa Ocupacional

I, ambos desta unidade orgânica. Inseridos na dinâ-

mica: vinte alunos (desses, um aluno com diagnós-

tico de Síndrome Millen Diker, três alunos com

atraso do desenvolvimento global e três alunos

com Perturbação do Espetro do Autismo).

Esta intervenção "Ciclo da Máscara" foi

realizada em duas sessões, de noventa minutos

cada, com o objetivo de observar o desenvolvi-

mento da criatividade na criança e o impacto da

mesma, através de mediadores artísticos, sempre

com a orientação terapêutica da Técnica Superior

de Ciências da Educação.

A nível individual pre-

tendeu-se promover o desen-

v o l v i m e n t o

de competências expressivas e

e s p on t a ne i d a de , a p e l a r

à imaginação e aos constructos

d e a u t o c o n f i a n ç a

e validação pessoal, proporcio-

nar perceção acerca do seu po-

Página 18

tencial criativo, gerir os seus impulsos e expressar

sentimentos, emoções e conflitos internos.

A nível grupal ostentou-se o envolvimento

em pares, a comunicação e a ligação social e relaci-

onal.

Para efeitos da dinamização da atividade,

utilizaram-se máscaras brancas, enquan-

to tela construtiva e criativa, com re-

curso a guaches líquidos, aguarelas e

colagens de recortes com diversas tex-

turas e de outros adereços (e.g. missan-

gas, botões, entre outros).

Para efeitos de avaliação, utili-

zou-se a observação etnográfica com

diário de campo e o registo fotográfico,

concluindo-se que todos os alunos,

mesmo os com dificuldades ao nível

da regulação emocional e comportamental, permiti-

ram-se criar, ligando-se ao processo criativo, nos

domínios da fisionomia, simbolismo e formalismo

da expressão criativa infantil.

Joana Costa,

Técnica Superior de Ciências de Educação,


Página 13

A Arte Terapia uma modalidade de inter-

venção terapêutica que utiliza mediadores artísticos

(e.g. pintura, desenho, modelagem, escultura, cola-

gens, drama e jogos dramáticos, marionetas, jogo

de areia, expressão corporal, música, poesia, escri-

ta livre criativa e contos) para criação de

um objeto de arte – não importa a estética, mas a

expressão emocional do mesmo. A relação tera-

pêutica é baseada na interação entre o criador,

a criação artística e o mediador. A função da tera-

pia através da arte é aceder, compreender

e desenvolver pensamentos, sentimentos, memó-

rias, aspetos de personalidade e do self.

P r i m e i r a m e n t e , p r o c e d e - s e

à avaliação inicial com os devidos instrumentos (e.g.

grelha de entrevista, questionário específico com

cruzamento das vocações de intervenção e compe-

tências em défice e instrumentos específicos ao

nível do humor, autoestima, satisfação, autonomia,

atividade de vida diária ou aptidões), à posteriori

formula-se a planificação da intervenção

e selecionam-se os recursos técnicos artísticos de

acordo com as necessidades, potencialidades e fina-

lidades.

Aquando da aplicação da intervenção, dois

modos de abordagem: a do tipo vivencial utiliza o

objeto de arte ou meio de expressão enquanto in-

termediários para a comunicação e aprendizagem

interpessoal no incentivo à criatividade, auto-

observação, feedback, validação consensual e con-

fronto com crenças e comportamentos mal adap-

tativos e a do tipo temático com dinâmica grupal

vocacionada para o treino de diversas aptidões ou

competências, que pretendem favorecer um con-

texto estruturado propício à aprendizagem de

novas estratégias ou modos de funcionamento

mais adequados através do relacionamento inter-

pessoal e alterar reações

emocionais subjacentes

a padrões disfuncionais

de comportamento.

P o r f i m ,

a avaliação final.

As fotografias,

em anexo, decorreram

no desenvolvimento de

criações de tipo vivenci-

al artístico com recurso

a t é c n i c a

de scrapbook (atividade

personalizada decorativa

com recorte e colagem):

as casas foram criadas

com os alunos do Progra-

ma Ocupacional I para que,

de forma criativa, se envol-

v e s s e m n a s n o -

ções envoltas ao meio en-

volvente próximo e a frase

"A música é uma arte que

desconstrói preconceitos e

une pessoas", com os alu-

nos do Programa Ocupacio-

nal II, para efeitos expressi-

vos de apelo inclusivo, no

âmbito do projeto "Juntos &

Misturados".

Joana Costa,

Técnica Superior de

Ciências de Educação


Alice Ricarte (10º4)

4/3/2020 (texto escrito na aula de Inglês)

Since the creation of Internet, people daily lives changed

forever.

In my personal case, I spend a lot of time using it, I can

spend hours in social media such as Instagram, Snapchat,

YouTube, Ted, and so much more. Internet is nowadays the best

and fast way to search information, to translate everything, to

buy products that don’t exist in our local area, and so much

more!

Sometimes I think about the era before the internet,

and I ask myself: “What if the internet didn´t exist and I had to

grow up like my parents did?”. Well that would be a challenge

because I use it a lot. If the internet didn’t exist I would probably

spend a lot of time at the library doing my homework, and that

would take ages. I would have to write letters to say in touch

with my international friends instead of just texting them, or

send them a funny snap. But I would also read more and spend

more time with my family and friends, and hanging out more

outsider.

And what if the internet was invented today? There was

a giant world to star exploring, with basically everything you can

imagine, such for great things like puppies’ videos, challenges,

shows as bad things like, deep web, illegal guns and drugs. If I

could choose one of these things to say that is my favorite one, I

would choose YouTube. Why? Well, in YouTube you can hear

all of your favorite music, watch some shows, some vlogs and

also funny challenges with your favorite celebrity in, find tutorials

that explain how to solve your Math problems, and find life hacks

for basically everything you need. And also you can post your

own videos and turn yourself into a famous YouTuber, by shar-

ing your adventures with friends, or some tutorials. You can also

earn money with it.

Since we are talking about YouTube, I will ask you an-

other question: Can you imagine YouTube without channels?

Because I can´t! YouTube is famous for being a huge platform

with a lot of variety. You can find there from recipes, make up

tutorials, to news, rare animals videos, podcasts, campaigns to

change the world, sad videos about homeless protests, and gos-

sips about your favorite celebrity and so much more!

We have all kinds of YouTubers and subjects and that´s

what makes YouTube unique. I couldn´t imagine life without it as

we know it nowadays.

In conclusion, since the Internet showed up our lives

changed and a new era began. The Internet brings me a lot of

opportunities every day to learn a little bit more about the

world that we live in. And if someday I decide to changed it for

better, Internet will be my right fist, because by using the online

world tools correctly we can change the offline world for better.


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