filmeu

Docente
Lucimar Almeida Dantas

Lucimar Almeida Dantas
luc***@ulusofona.pt
181F-0CC7-B14C
0000-0002-3804-1903

Resume

Lucimar Dantas is a researcher with interests in the area of education, specifically in the teaching and learning process and the role of language in this process. She holds a PhD in Education from the Lusófona University of Humanities and Technologies - ULHT - with the title of European Doctorate (2012). She completed part of his doctoral training at the Universidad Complutense de Madrid, where she worked with researchers from EQUIAL - Equipo de Investigación para la Adquisición del Lenguage. Her PhD thesis presents the acquisition of the Portuguese language spoken in Brazil in a longitudinal 5 years case study. She holds a Master's degree in Educational Sciences (2010) from the Lusophone University of Humanities and Technologies. She started working as a researcher in 2019, after winning the position of Assistant Researcher in an international competition to institutional scientific employment (CEEC-COFAC / ULHT-CeiED / Auxiliar / 2018). At CeiED - Interdisciplinary Research Centre for Education and Development - she founded and coordinates the Research and Learning Community NELP - Núcleo de Estudos de Língua Portuguesa - [Center for Portuguese Language Studies]. Her interest in language and learning has been a constant since her Master and Doctoral studies. Recently she has adopted interdisciplinary research approaches between Education, Psycholinguistics and Cognitive Neuroscience to study language and learning process at school contexts. In this path, she has coordinated some funded research projects and she has co-created a Master Program in Cognitive Science and Education, at Lusófona University, in which she teaches Brain, Mind and Education class. She has participated in many international funded research projects. She has international mobility experience, having visited some countries in Europe as a researcher. With the objective of moving forward her research interests and interdisciplinary approaches, she has recently visited the Max Planck Institute for Psycholinguistics under an Erasmus+ mobility grant. She has actively disseminated the results of her and her team research in international conferences, papers and book chapters. She is the executive director of Citizenship Science Doctoral College - CeiED, Lusófona University and editor of Revista Lusófona de Educação. She has extensive experience with teaching in basic education, as a Portuguese language teacher, and in higher education, as a teacher of various disciplines in the area of Educational Sciences. She has experience of educational management in basic education and experience of working with large teams.

Graus

  • Doutoramento
    Educação
  • Mestrado
    Ciências da Educação
  • Especialização pós-licenciatura
    Linguística do Texto
  • Bacharelato
    Licenciatura Plena em Letras
  • Mestrado
    Educação

Publicações

Journal article

  • 2022-12-09, What Can AI Learn from Teachers and Students? A Contribution to Build the Research Gap Between AI Technologies and Pedagogical Knowledge, European Journal of Education and Pedagogy
  • 2022-07-12, Covid and Higher Education: Crossed Perspectives in the Construction of Knowledge and the Rise of Citizen Science. Theoretical reflections and practical approach in the 11th Encounter of CeiED researchers, Current Issues in Comparative Education
  • 2021-11-15, Que educação para quais futuros? Entrecruzamento de olhares a partir da casa global., Revista Lusófona de Educação
  • 2021-03-26, Recensão crítica da obra La educación social en los extremos: justicia social y paradojas de la práctica., Revista Lusófona de Educação
  • 2020, An integrative debate on learning styles and the learning process, Social Sciences & Humanities Open
  • 2014-09-28, From Drummond to Boaventura: In Search of Humanities in Scientific Epistemology, Psychology Research

Thesis / Dissertation

  • 2011, PhD, Como os nossos filhos aprendem a falar? : percurso de aquisição da Língua Portuguesa falada no Brasil
  • 2010, Master, Minha filha aprende a falar: percurso de aquisição da linguagem de uma criança brasileira nos tempos actuais

Book

  • 2017, Aprendendo a Falar Português: um estudo de caso longitudinal, NEA

Book chapter

  • 2020, Para além da Língua. Os skills no ensino e na aprendizagem da língua portuguesa, Desafíos de investigación educativa durante la pandemia COVID19, Dykinson, S. L
  • 2020, Learning Styles and The Learning Process. A contribution to adult's English teachers, IC-ENGLISH Innovative Method for adult language education

Edited book

  • 2021, Edições Universitárias Lusófonas
  • 2020, Edições Universitárias Lusófonas

Report

  • 2021-03-11, AVAL: Avaliação Pedagógica, Resultados Escolares e Literacia de Leitura, https://www.ceied.ulusofona.pt/pt/investigacao/projetos/aval/repositorio/
  • 2020-05-20, Need Analyses Report: TASK 21

Conference paper

  • 2022-07, CREATING PEDAGOGICAL MATERIAL FOR THE 21ST CENTURY: ANALYSIS OF AN INTERDISCIPLINARY COURSE WITHIN THE SCOPE OF THE ERASMUS+ PROGRAMME
  • 2020-12-10, PARA ALÉM DA LÍNGUA. OS SKILLS NO ENSINO E NA APRENDIZAGEM DA LÍNGUA PORTUGUESA, XIV Congresso Internacional Educação e Inovação - Rumo a uma Educação Sustentável
  • 2020-11, HOW CAN NEW TECHNOLOGIES AND ARTIFICIAL INTELLIGENCE COLLABORATE WITH EDUCATION? KNOWLEDGE AND RECOMMENDATIONS FROM EU STUDENTS AND TEACHERS

Conference abstract

  • 2022-11-17, Language, teaching and learning skills: a comparative analysis in Portuguese-speaking countries, 5th WCCES Symposium. The Future is here: Transforming with Urgency Education Systems for Equitable Rights to Quality Learning
  • 2022, Ensino de língua materna e desenvolvimento de competências. Uma análise comparada de programas de ensino de 6 países, 4th WCCES Symposium
  • 2021, Skills and Curricular Programs: a Comparative Analysis of Mother Tongue Programs in the Last Year of Secondary School in Six Countries, ECER 2021 – the European Conference on Educational Research
  • 2021, PROMOTING SKILLS THROUGH MOTHER LANGUAGE TEACHING: A COMPARATIVE CURRICULAR ANALYSIS OF SKILLS DEVELOPMENT MODELS IN SECONDARY SCHOOL IN SIX COUNTRIES
  • 2021, Mother language teaching and skills development: an analysis of the curricula of the last year of secondary education in European countries and Brazil, 3rd International Conference on Advanced Research in Education (EDUCATIONCONF)
  • 2021, HOW CAN MOTHER LANGUAGE TEACHING CONTRIBUTE TO THE DEVELOPMENT OF 21ST CENTURY SKILLS?, EDULEARN21 (13th annual International Conference on Education and New Learning Technologies)
  • 2020-11-09, When technology meets pedagogy. An ERASMUS+ project proposal to create an interdisciplinary higher education model, ICERI2020 (13th annual International Conference of Education, Research and Innovation)
  • 2020-11-09, How can new technologies and Artificial Intelligence collaborate with education? Knowledge and recommendations from EU students and teachers, ICERI2020 (13th annual International Conference of Education, Research and Innovation)
  • 2020-11, WHEN TECHNOLOGY MEETS PEDAGOGY. AN ERASMUS+ PROJECT PROPOSAL TO CREATE AN INTERDISCIPLINARY HIGHER EDUCATION MODEL, ICERI2020 (13th annual International Conference of Education, Research and Innovation)
  • 2020-03, IMPACTS OF ARTIFICIAL INTELLIGENCE ON EDUCATION: A CRITICAL ANALYSIS, 14th Annual International Technoloy, Education and Development Conference
  • 2019, O uso da tecnologia e da inteligência artificial no desenvolvimento dos essential skills of 21st Century, Congresso Internacional Profissionalidade Docente: desafios na formação de professores.

Other output

  • 2010, Minha filha aprende a falar: percurso de aquisição da linguagem de uma criança brasileira nos tempos atuais, Neste trabalho, apresentamos os resultados de uma investigação realizada durante os anos de 2007 a 2009, cujo objetivo foi descrever o percurso de aquisição da língua portuguesa por uma criança brasileira. A pesquisa foi descritiva longitudinal, com abordagem qualitativa, utilizando o estudo de caso como estratégia. Os dados obtidos foram analisados de acordo com as seguintes áreas da linguagem: f

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