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Program: July 16, 2021 .

Neuroscience contributions to the redefinition of pedagogical practices

The mission that the school proposes today – to offer opportunities for the development of life skills – implies meeting the different domains and roles that the student will assume as a citizen: from formal learning to active and conscious participation in society. Although the training of executive functions and the promotion of self-regulation skills, as support for the teaching and learning process, is not a new subject, the promotion of these cognitive processes must be guaranteed considering the individual differences and needs of each student, a challenge which must be present in the framework of an inclusive school. In this sense, the synergy between research and educational practice assumes a reinforced relevance and deserves to be discussed and reflected upon.

Schedule

9:30 a.m. - 9:45 a.m. Welcome

Adriana Sampaio – President of APsi

Panel 1 Brain Development, Executive Functions and Academic Achievement
9:55 a.m. - 10:30 a.m. (IN)school – Developing skills for Life: A Study Protocol

Sónia Sousa – APsi

10:45 a.m. -11:15 a.m. The “stop and think” is also learned in preschool.

Joana Rato – (Researcher at the Center for Interdisciplinary Research in Health – CIIS) of the ICS-UCP, Lisbon)

11:15 a.m. Coffee break
11:45 a.m. -12:15 p.m. Executive Functions and the Impact in the Classroom

Carla Minervino – (Associate Professor at the Federal University of Paraíba, Brazil)

Lunch
Panel 2 Executive Functions and Self-Regulation in the Classroom
2:00 p.m. - 2:30 p.m. Education and residential care for children and young people: skills development in vulnerable contexts

Luísa Ribeiro – (Auxiliary Professor at the Faculty of Education and Psychology, Catholic University of Porto)

2:45 p.m. - 3:15 p.m. Promoting Self-Regulation for Self-Care in Health: Intervention-Research at School.
The communication aims to present research-intervention results developed in the Brazilian context, on the subject of promoting self-regulatory skills for self-care in health, in the context of basic education. The results inform about the approach of training with educators and intervention with students, showing changes and improvements achieved, as well as challenges in the empirical field, with clues for future studies.

Cleidilene Ramos Magalhães – (Full Professor, Federal University of Health Sciences Foundation of Porto Alegre, Department of Education and Humanities, Brazil)

3:15 p.m. Coffee break
3:45 p.m. - 4:45 p.m. Developing skills in an educational context: The bridge between research and practice.
The guiding principles of evidence-based practice underscore the importance of increasing dialogue between research and educational contexts.
What is the role of this synergistic movement between research and practice in the inclusive school? How can these bridges be built and consolidated? What do they add to intervention in an educational context?

Moderator: Pedro Rosário – Researcher in Applied Psychology, Coordinator of the University Group for Research in Self-Regulation and Vice President of the School of Psychology
Tânia Nunes – School and Education Psychologist of the Cristelo Schools Group, Paredes
Ana Roseira – Sociology, Researcher in the areas around social inequalities, Human Rights and prison studies.
Maria João Faria – Teacher, Sub-director of the Maximinos Group of Schools
Alexandra Lopes – Teacher of the 1st cycle of basic education at the Maximinos School Group

4:45 p.m. Closing

Program: July 16, 2021 .

Neuroscience contributions to the redefinition of pedagogical practices

The mission that the school proposes today – to offer opportunities for the development of life skills – implies meeting the different domains and roles that the student will assume as a citizen: from formal learning to active and conscious participation in society. Although the training of executive functions and the promotion of self-regulation skills, as support for the teaching and learning process, is not a new subject, the promotion of these cognitive processes must be guaranteed considering the individual differences and needs of each student, a challenge which must be present in the framework of an inclusive school. In this sense, the synergy between research and educational practice assumes a reinforced relevance and deserves to be discussed and reflected upon.

Schedule

9:30 a.m. - 9:45 a.m. Welcome

Adriana Sampaio – President of APsi

Panel 1 Brain Development, Executive Functions and Academic Achievement
9:55 a.m. - 10:30 a.m. (IN)school – Developing skills for Life: A Study Protocol

Sónia Sousa – APsi

10:45-11:50 The “stop and think” is also learned in preschool.

Joana Rato – (Researcher at the Center for Interdisciplinary Research in Health – CIIS) of the ICS-UCP, Lisbon)

11:15 a.m.

 

Coffee break
11:45 a.m. -12:15 p.m. Executive Functions and the Impact in the Classroom

Carla Minervino – (Associate Professor at the Federal University of Paraíba, Brazil)

Lunch
Panel 2 Executive Functions and Self-Regulation in the Classroom
2:00 p.m. - 2:30 p.m. Education and residential care for children and young people: skills development in vulnerable contexts

Luísa Ribeiro – (Auxiliary Professor at the Faculty of Education and Psychology, Catholic University of Porto)

2:45 p.m. - 3:15 p.m. Promoting Self-Regulation for Self-Care in Health: Intervention-Research at School.

The communication aims to present research-intervention results developed in the Brazilian context, on the subject of promoting self-regulatory skills for self-care in health, in the context of basic education. The results inform about the approach of training with educators and intervention with students, showing changes and improvements achieved, as well as challenges in the empirical field, with clues for future studies.

 

Cleidilene Ramos Magalhães – (Full Professor, Federal University of Health Sciences Foundation of Porto Alegre, Department of Education and Humanities, Brazil)

 

3:15 p.m. Coffee break
3:45 p.m. - 4:45 p.m. Developing skills in an educational context: The bridge between research and practice.

The guiding principles of evidence-based practice underscore the importance of increasing dialogue between research and educational contexts.
What is the role of this synergistic movement between research and practice in the inclusive school? How can these bridges be built and consolidated? What do they add to intervention in an educational context?

 

Moderador: Pedro Rosário – Investigador em Psicologia Aplicada, Coordenador do Grupo Universitário de Investigação em Autorregulação e Vice-Presidente da Escola de Psicologia
Tânia Nunes – School and Education Psychologist of the Cristelo Schools Group, Paredes
Ana Roseira – Sociology, Researcher in the areas around social inequalities, Human Rights and prison studies.
Maria João Faria – Teacher, Sub-director of the Maximinos Group of Schools
Alexandra Lopes – Teacher of the 1st cycle of basic education at the Maximinos School Group

4:45 p.m. Closing

Free participation subject to
registration only. .

Fill out the following form to be able to participate in the conference.

    Free participation subject to
    registration only. .

    Fill out the following form to be able to participate in the conference.