This article describes the exploration of geometry tasks with a group of children attending pre-school education in Braga. Four tasks were presented in the context of geometry to a group of 20 children aged 3 to 4 years. The tasks included the approach to geometric figures, the topological relations, maps reading and spatial orientation. As it is described in this article, it became clear that with practice, at this age, you can work geometry and mathematics as long the tasks are presented in the form of games or challenges. It is important that the tasks are designed for pre-school education attending the curriculum documents. In this way, we can connect the several areas of knowledgeand build interesting and challenging tasks to help children grow and learn while playing. Keywords: Mathematics; Kindergarten; Geometry; Preschool

The history of educational thought attests the slow and sustained effort made by many educators in updating the methods and the process of towards the child's perspective and the appreciation of the role of the teacher, helping to devise a theoretical and practical distinction between the concepts of teaching, education, instruction and If, in pursuit of this goal, Pedagogy has conquered its own scientific autonomy in the nineteenth century, separating itself especially from Philosophy, Didactics would emancipate itself only later and justly against Pedagogy, rejecting to remain an auxiliary matter. Didactics had to settle then against the sectarianism of the curriculum design advocates who supported a forced convergence between Curriculum and Didactics. As one can remember, in the decades of the years 20-50 of the last century, Didactics initially surrendered to the dictates of the New School, in reaction to the Traditional School. From the 60s and 70s, criticisms of that dominant postulate of alleged anthropological-educational neutrality grow, giving rise to models based on a mixed paradigm, sometimes of humanist traits, sometimes of techno-scientific matrix. For the humanist trait of Didactics, decisively contributed the studies of Psychology and the priority given to inter-subjective relationship established in the educational act; the techno-scientific framework that framed Didactics during this stage was supported theoretically on the valuation of the intentionality of the educational process as a dynamic activity, systematic, effective and favoring the objective and subjective conditions which facilitate student learning. In any case, the discovery of the complexity and multidimensionality of the teaching-learning process has created the necessary basis so that Didactics is claimed as debtor of a transdisciplinary knowledge base. In the 80s and 90s of the twentieth century, Didactics continued under strong scientific scrutiny since, once stabilized its concept and subject matter, as well as identified it corpus of knowledge, it seemed not to be still satisfactorily implemented the research methods of practice as reflection and the analysis, altogether, of the teaching-learning process and teacher education as a whole. So when, in 1994, Isabel Alarcao proposed the didactic triptych (investigative curriculum and teaching didactics) as conceptual referential guiding the construction of knowledge of teachers, she intended to promote a transformation of these educational praxis. At the beginning of this century, and under the auspices of this drive, the same author notes that research has already produced some impact on the didactics of teachers, though other researchers recognize teachers still an incipient role in the production and dissemination of didactical knowledge. Such a delay may be explained in part by the absence and / or invisibility of teachers in the role of participating researchers who innovate their practices. To overcome this gap, Flavia Vieira argues for the centrality of experience in the processes of (trans) formation of teacher training in the construction of knowledge, so that the regional dimension of teaching is instituted as a development axis of its formative dimension. Now, as reflex – or maybe not – of the present times, this issue of the magazine Saber & Educate, subject to the theme Methodological and didactical perspectives in Basic Education, gathers an unusually high number of articles. The positive response that this call for articles had among the scientific community attests, in our view, the relevance of the topic and underlined the disciplinary plurality of articles now published, it witness the competency of research undertaken by teachers, whether in higher education or not, who produce didactically relevant and useful knowledge. Thus, it is proved that, given the diversity of anthropological models that provide foundation to the educational action and the education conceptions underlying them, the educational work is investing in the rationality of the educational process translated into a able to provide both student learning, trans / formation / in the teaching praxis and construction of the identity of the teacher. These unremitting efforts of critical vigilance over the action in formal school context should be translated, moreover, into effective student learning. If professional incompetence disqualifies the teacher's authority (Paulo Freire), it will be in this reconstruction of the identity of teachers that will reside the eradication of the stigma that a bad teacher is a worker chief of social exclusion through school failure from the students. Finally, a word of thanks to national and international experts invited, for the distinctive articles sent to this thematic issue. With this initiative, the Saber & Educate magazine wanted to bring the public the best of what we have produced in the field of didactics and teacher training. To everyone our appreciation for the increased quality brought to this edition, in addition to the valuable contributions of the authors of articles now available.

In this article, we present a new corpus of writing and speech of children (Portuguese L1) in the early years of schooling: EFFE-On. Its content is available online for research, addressing mainly teachers, linguists and speech therapists. The EFFE-On was developed within the project “Do you write as you speak - Do you speak as you write?” in the Linguistic Centre of the University of Lisbon. Among other applications, the corpus enables: the identification of unconventional spellings; the comparison of unconventional spellings and their corresponding pronunciations; the assistance of the development and adaptation of educational and therapeutic materials; the study of phonological, morphological, syntactic, discursive and other aspects related to the text produced by children

The text aims at reflecting upon the experience of interviewing children, between 5 and 14 years, in a hospital environment in the North of Portugal. They were inquired about their experience in interacting with clown-doctors. Along with a theoretical approach about ethics and research with children and youngsters, we describe all the ethical procedures undertaken in preparing and carrying out the interview (before and during it). We also analyze the difficulties felt by the interviewer and that may have interfered with the conduction of the interview itself and data collection during it. Factors like age, personality, and physical condition of the child and youngster will be described and analyzed. Excerpts of the interviews will be used to provide examples. Finally, we will discuss some conclusions with the aim of situating the difficulties and validate the interview as qualitative methodology in this context.

A adolescencia encontra-se amplamente documentada como uma fase de conflito. No sentido de identificar e compreender quais os desafios dos adolescentes; e promover uma melhoria na comunicacao entre estes, o grupo de pares e adultos significativos (pais e professores), empreendemos um projeto de investigacao-acao com um grupo de oito adolescentes. Atraves de tecnicas de teatro e de dinâmica de grupos, os adolescentes ingressaram numa experiencia de descoberta de si mesmo e do outro, e colocaram em palco, diante de uma audiencia de adultos e pares, as suas vivencias, dilemas e sentimentos. Os resultados indicam que o teatro assume-se como uma ferramenta educativa, fundamental ao desenvolvimento de competencias.

At a time when we look at the evaluation in one way made sacred, we provide a more incisive attention on the assessment of teacher performance, while consolidation factor to important educational changes for the resolution of the crisis which we live. With this paper, we undertook an exercise in a new interrogation the assessment of the teachers, listing it in a context of a crisis and inducing it as singular educational policy, now enrolled in a prospective condescending of the crisis, now a mitigation perspective of the current state of social and economic disturbance. For this, we proceed to a short analysis exercise of the paradigmatic changes may influence the understanding and the contribution of teacher performance assessment in scope to the exit of the social crisis. We synthesized our approach about the effect of accommodating the established narratives of the teacher performance assessment and, alternatively, the dissent of the instituting perspectives with mitigating effect of the crisis.

O conjunto de actividades que apresentamos tem a sua origem no trabalho desenvolvido pelos diversos professores/as juntamente com as criancas com as quais partilharam o projecto “Crianca, sujeito de direitos: a infância que se ergue”. Sendo assim, sao propostas ja desenvolvidas e experimentadas com sucesso. Enfatizamos que qualquer actividade pedagogica deve ser cautelosamente analisada para poder servir como ponto de partida, sendo redimensionada de acordo com cada grupo de criancas, contextualizada para atender aos niveis e padroes de interesse e objectivos que se pretendam atingir.