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Projeto de investigação
NOVA Institute of Philosophy
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The Political Asleep
Publication . Grosoli, Marco; Instituto de Filosofia da NOVA (IFILNOVA); University of Bologna
Argument-based teaching
Publication . Rapanta, Chrysi; Secção Autónoma de Educação e Formação Geral; Instituto de Filosofia da NOVA (IFILNOVA); Universidade do Porto, Faculdade de Psicologia e de Ciências da Educação, Centro de Investigação e Intervenção Educativas
Os professores do século XXI são obrigados a adotar novas práticas pedagógicas centradas no/a aluno/a que conduzam a benefícios diretos para os/as alunos/as como cidadãs/os críticos/as e democráticos/as. Uma dessas pedagogias é o ensino baseado em argumentação. Este artigo teórico fornece uma visão geral do que é o ensino baseado em argumentação, bem como as suas principais aplicações e benefícios. É estabelecida uma relação com o ensino do século XXI através do conceito de literacia crítica, uma competência de metaliteracia promovida pelo ensino e aprendizagem baseados na argumentação. Após uma panorâmica das iniciativas nacionais e internacionais, são apresentadas recomendações para a formação de professores, tendo em conta a complexidade do conhecimento do conteúdo pedagógico da argumentação.
Estação de serviço
Publication . Conceição, Nélio; Instituto de Filosofia da NOVA (IFILNOVA)
Effectiveness of patients’ involvement in a medical and nursing pain education programme
Publication . Serafini, Alice; Rossi, Maria Grazia; Alberti, Sara; Borellini, Erika; Contini, Annamaria; Cernesi, Simone; D'Amico, Roberto; Dìaz Crescitelli, Matías Eduardo; Ferri, Paola; Fornaciari, Davide; Ghirotto, Luca; Giugni, Linda; Lui, Fausta; Rossi, Francesca; Cuoghi Costantini, Riccardo; Santori, Valentino; Padula, Maria Stella; Instituto de Filosofia da NOVA (IFILNOVA); BMJ Publishing Group
Introduction Pain is a multidimensional experience that varies among individuals and has a significant impact on their health. A biopsychosocial approach is recommended for effective pain management; however, health professionals’ education is weak on this issue. Patient involvement is a promising didactic methodology in developing a more holistic perspective, however there is a lack of reliable evidence on this topic. The aim of the present study is to evaluate the effectiveness of patient involvement in pain education in undergraduate medicine and nursing students. Methods and analysis An open-label randomised controlled trial including qualitative data will be conducted. After an introductory lesson, each student will be randomly assigned to the intervention group, which includes an educational session conducted by a patient–partner along with an educator, or to the control group in which the session is exclusively conducted by an educator. Both sessions will be carried out according to the Case-Based Learning approach. Primary outcomes will be students’ knowledge, attitudes, opinions and beliefs about pain management, whereas the secondary outcome will be students’ satisfaction. The Pain Knowledge and Attitudes (PAK) and Chronic Pain Myth Scale (CPMS) will be administered preintervention and postintervention to measure primary outcomes. Students’ satisfaction will be measured by a questionnaire at the end of the session. Two focus groups will be conducted to evaluate non-quantifiable aspects of learning. Ethics and dissemination The protocol of this study was approved by the independent Area Vasta Emilia Nord ethics committee. Adherence to The Declaration of Helsinki and Good Clinical Practice will ensure that the rights, safety and well-being of the participants in the study are safeguarded, as well as data reliability. The results will be disseminated through scientific publications and used to improve the educational offer. A version of the anonymised data set will be released for public access. Trial registration Trial was not registered on ClinicalTrials.gov as the interventions being compared only concern educational programmes and the outcomes considered do not refer to any clinical dimension. http://creativecommons.org/licenses/by-nc/4.0/ This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/.
Norms of Public Argumentation and the Ideals of Correctness and Participation
Publication . Zenker, Frank; van Laar, Jan Albert; Cepollaro, B.; Gâţă, A.; Hinton, M.; King, C. G.; Larson, B.; Lewiński, M.; Lumer, C.; Oswald, S.; Pichlak, M.; Scott, B. D.; Urbański, M.; Wagemans, J. H.M.; Instituto de Filosofia da NOVA (IFILNOVA); Departamento de Ciências da Comunicação (DCC); Springer
Argumentation as the public exchange of reasons is widely thought to enhance deliberative interactions that generate and justify reasonable public policies. Adopting an argumentation-theoretic perspective, we survey the norms that should govern public argumentation and address some of the complexities that scholarly treatments have identified. Our focus is on norms associated with the ideals of correctness and participation as sources of a politically legitimate deliberative outcome. In principle, both ideals are mutually coherent. If the information needed for a correct deliberative outcome is distributed among agents, then maximising participation increases information diversity. But both ideals can also be in tension. If participants lack competence or are prone to biases, a correct deliberative outcome requires limiting participation. The central question for public argumentation, therefore, is how to strike a balance between both ideals. Rather than advocating a preferred normative framework, our main purpose is to illustrate the complexity of this theme.
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Entidade financiadora
Fundação para a Ciência e a Tecnologia
Programa de financiamento
6817 - DCRRNI ID
Número da atribuição
UIDB/00183/2020