CEDH - Contribuições em Revistas Científicas / Contribution to Journals
URI permanente para esta coleção:
Navegar
Entradas recentes
- As escolas fazem a diferença: o papel das lideranças e da cultura escolarPublication . Amorim, Silvia; Cabral, Ilídia; Alves, José MatiasA liderança escolar ocupa um lugar de destaque nas investigações na área da educação, sendo mesmo uma prioridade nas políticas educativas a nível nacional e internacional. Muitos investigadores, em alguns casos organizados em projetos internacionais, têm mostrado evidências empíricas consideráveis no sentido que a qualidade da liderança e a cultura escolar podem ser fatores importantes para explicar a variação dos resultados dos alunos entre escolas. O estudo apresentado caracteriza o papel das lideranças e da cultura escolar de duas escolas com resultados académicos diferentes, mas com contextos e populações estudantis semelhantes. Aplicaram-se questionários a professores e realizaram-se entrevistas semiestruturadas aos diretores e aos coordenadores de departamento de cada escola. Da análise e interpretação dos dados recolhidos foi possível verificar que as duas escolas apresentam diferenças na forma como as lideranças (de topo e intermédias) são exercidas e na sua cultura escolar. A escola que apresenta melhores resultados académicos, ao contrário da outra escola, destaca-se pelo seu estilo organizativo que lhe confere uma identidade própria e pelas lideranças reconhecidas e mobilizadoras com missões e propósitos partilhados. Os dados recolhidos confirmam que a existência de diálogo, debate pedagógico e cooperação entre professores, bem como, sentido de pertença, transformação e proximidade entre os docentes são aspetos essenciais para o sucesso escolar dos alunos.
- Risk and protective factors associated with non-suicidal self-injury in sexual and gender minority individuals: a scoping reviewPublication . Gomes, Filipa; Coelho, Carol; Fumega, Daniela; Machado, Bárbara C.; Gonçalves, SóniaNon-suicidal self-injury (NSSI) is a significant public health concern, with disproportionately higher prevalence among sexual and gender minority (SGM) populations compared to cisgender heterosexual individuals. While prior research has examined NSSI and related outcomes in SGM groups, evidence on specific risk and protective factors remains limited. This scoping review aimed to systematically map and synthesize risk and protective factors associated with NSSI in SGM populations. A systematic search was conducted in PubMed, Scopus, and Web of Science up to 2 February 2026. A total of 43 studies were included, the majority of which were conducted in the United States and employed cross-sectional designs. Data were charted and synthesized using a minority stress-informed socioecological framework. Findings indicate that NSSI is consistently associated with the co-occurrence of minority stress processes and intrapersonal vulnerabilities. Additional risk factors were identified across family, peer, and community domains. Protective factors were less frequently examined but included social support, family connectedness, school safety, and adaptive coping strategies. Overall, the findings suggest that NSSI among SGM populations is best understood as the result of interacting risk processes across multiple ecological levels. These results support a minority stress-informed, multi-level conceptualization of NSSI in SGM individuals and highlight the need for longitudinal research and greater focus on protective factors.
- Financial literacy and determinants of personal insolvency in PortugalPublication . Ferreira, António José Mendes; Pereira, Paulo Jorge de Almeida; Ramos, CarlaThe objective of this study is to examine the relationship between sociodemographic variables, financial literacy levels and the sum of causes of insolvency (count of causes reported per respondent). The research adopted a quantitative approach, using a purpose-designed questionnaire based on the 3rd Financial Literacy Survey of the Portuguese Population, conducted by Banco de Portugal in 2020. The sample comprises 84 individuals declared insolvent, of whom 52.4% are women, 40.5% divorced or widowed, and nearly half (47.6%) aged between 40 and 54 years. Data were analysed using SPSS software. The results reveal that insolvency declarations are more likely among specific sociodemographic groups, such as women, divorced individuals, those with low educational attainment, and those on low incomes. The leading causes of insolvency were unemployment or loss of income (57.1%) and unexpected events (59.5%), followed by divorce (32.1%) and financial mismanagement (36.9%). The data indicate that respondents possess a relatively high level of financial knowledge and practice sound financial management, with over 80% reporting systematic control of expenses and timely bill payments, although only about half set long-term savings goals. Additionally, they are heavily influenced by bank counter staff (54.8%) and family members (63.1%) when selecting financial products. These findings underscore the need for measures to enhance financial literacy, particularly among young people and low-income individuals.
- Parents and athletes relationship: "I'm the biggest fan!"Publication . Teixeira, Marco; Gomes, A. Rui; Morais, CatarinaSport represents a social and emotional learning environment in which parents play a crucial role in shaping young athletes’ motivation and well-being. This paper examines the effects of parental behavior in sport and introduces the Communication Efficacy Model as a framework for understanding and enhancing parent–athlete interactions. In this model, it is proposed that positive communication profiles enhance confidence and enjoyment in sports, while negative communication profiles generate anxiety and lack of engagement. Practical recommendations are offered to promote balanced and intentional communication based on listening, emotional regulation, and reinforcement of effort rather than outcomes. Overall, effective parental communication emerges as a key factor in turning sport into a shared process of growth, where both parents and children learn what it truly means to grow together.
- The Brazilian social educator in the 21st century: a debate on professionalization and initial training based on national legislationPublication . Ferreira, Arthur Vianna; Baptista, IsabelObjective: This study investigates 21st century Brazilian legislation on the profession of social educator, aiming to provide elements for the organization and selection of essential teaching content for the training of this professional in Brazil. Theoretical Framework: For the development of the parte of this research, the legal devices that structure the profession of social educator in Brazil were analyzed, starting for the Constitution of the Federative Republic of Brazil (CFRB) of 1988 and its developments in the Statute of Children and Adolescents (ECA) of 1990, in addition to Laws 5346 of 2009, 328 of 2015 and 2941 of 2019, which discuss the minimum requirements for professional training in the area of social education. Method: The methodology adopted for this research is bibliographical and exploratory, using a qualitative approach focused on the aforementioned documentary analysis. According to Flick (2009), documentary analysis is fundamental to understanding existing realities. In this research, the analysis of the cited documents, together with other authors of Social Pedagogy, will contribute to outlining the context of the dispute surrounding social functions and the training necessary for the establishment of the profession of social educator in Brazil. Results and Discussion: The main results presented are (1) the lack of national regulation for the role of social educator makes it difficult to train this professional, (2) the dispute over the agreement of the basic provisions, set out in PL 2941 of 2019, may complicate the classification of current educators in the minimum requirements for their role, and (3) the structure of the law proposed as a regulator of the profession of social educator may distance these professionals from teacher training in the Brazilian context. Research Implications: The research impacts the discussion on the organization of social educators as a professional class and the creation of training spaces, in accordance with the regulation of the profession in Brazil. Originality/Value: This study contributes with an analysis of the main most recent documents on the profession of social educator, highlighting advances and challenges in legislation for their training and professionalization in Brazil.
- It's not just a matter of getting technology into buses: an activity-centred approach to bus drivers’ work sustainability in an age of automationPublication . Silva, Daniel; Cunha, LilianaBackground: In the context of current challenges facing public passenger transport, automation is presented as a leading solution for achieving more efficient, safer, and more sustainable mobility. This is reflected in the growing number of pilot projects and trials with automated buses across Europe. Yet, debates on automated public transport are often dominated by either technocentric perspectives or concerns about passenger acceptance. Objective: This study adopts a perspective that has been insufficiently considered in research on automated public transport: the viewpoint of bus drivers. This neglect has meant that drivers’ work experience and their knowledge of the issues affecting public transport remain residual. Methods: A qualitative research design was employed, involving bus drivers from a public transport company in a metropolitan area of Portugal. Discussion sessions were organised as spaces for dialogue and reflection on work activity and its potential evolution with automation. Results: Four main themes emerged, illustrating the constraints that shape drivers’ current work and how these have contributed to the deterioration of job quality. Building on this, the drivers projected their probable future work with automated buses, showing that this transition intersects with much more than technology alone. It requires attention to working conditions, occupational risks, bus scheduling, and even urban planning. Conclusions: As investment in automated public transport grows, promising to redefine drivers’ work, our results help identify key organisational and policy factors that need to be addressed to promote sustainable work and secure a worker-led just transition to automation in public transport for bus drivers.
- From heroic imagination to heroic action: the legacy of Philip Zimbardo in PortugalPublication . Barbosa, Mariana Reis; Guimarães, Ana Mafalda; Santos, Mafalda GomesThis article presents the development and implementation of the Heroic Imagination Project (HIP) in Portugal, tracing its evolution from inception to expansion across educational and community contexts. In 2018, the authors attended the Hero Round Table in San Francisco, receiving training from Zimbardo on the bystander effect and strategies to counteract it. Recognizing the absence of HIP curricula for younger audiences and the importance of fostering prosocial behavior early, the team created tailored programs: HIP Kids for children and HIP Teens for adolescents. Since 2018, these programs have been implemented in schools and social centers, reaching approximately 1,200 participants. Developed within the framework of psychology graduate research, the programs were systematically tested and revealed significant gains in prosocial attitudes and behaviors. Mixed-methods evaluation shows measurable increases in altruism, empathy, and prosocial tendencies, while qualitative data indicate meaningful behavioral changes in daily life. A key advancement has been the creation of HIP Clubs, which empower young people to transform heroic imagination into community-based heroic action.
- Inteligência artificial generativa e feedback entre pares na escrita académica colaborativa: inovação pedagógica no ensino superiorPublication . Orvalho, Luísa; Monteiro, Ana FranciscaEste artigo apresenta uma prática pedagógica inovadora desenvolvida no Ensino Superior, que alia aprendizagem colaborativa, feedback entre pares e integração crítica da Inteligência Artificial Generativa (IAG) na promoção da escrita académica. A intervenção teve lugar na unidade curricular de História da Ciência e das Técnicas (1.º ano da Licenciatura em Engenharia Multimédia, ISTEC Porto), no 2.º semestre do ano letivo 2024/2025, envolvendo 22 estudantes organizados em grupos colaborativos. A atividade centrou-se na elaboração de artigos científicos, incluindo fases sucessivas de produção, revisão entre pares, apoio de chatbots de IAG e reflexão crítica por meio de e-portefólios. O processo pedagógico incluiu: escrita inicial dos resumos; revisão crítica entre pares; reformulação com apoio de IAG; e validação final com feedback docente e integração nos e-portefólios reflexivos individuais. Os resultados, obtidos a partir de uma análise categorial exploratória de testemunhos apresentados pelos estudantes nos relatórios reflexivos, evidenciam ganhos na qualidade da escrita, no pensamento crítico, na autorregulação da aprendizagem, um elevado grau de satisfação com o processo de peer feedback, e no uso ético da IAG. A experiência mostra- se promissora enquanto contributo para práticas de avaliação formativa autêntica e para a formação de competências académicas e digitais no ensino superior. Recomenda-se a sua integração progressiva em práticas pedagógicas colaborativas, com formação contínua para docentes e estudantes. Como principal limitação, salienta-se o número reduzido de participantes neste estudo exploratório. Para futuras implementações, recomenda-se o reforço do apoio formativo a docentes e estudantes e a adoção de modelos estruturados e monitorizados de peer feedback, potenciando o seu impacto no desenvolvimento do pensamento crítico e na aprendizagem.
- Educação inclusiva: proposta de um modelo de avaliação: alguns processos e resultadosPublication . Almeida, Maria de Fátima; Carvalho, MarisaA avaliação da educação inclusiva constitui um desafio central para os sistemas educativos contemporâneos, particularmente quando se pretende compreender de que modo as orientações políticas são concretizadas nas práticas escolares. O presente artigo apresenta o processo e alguns resultados de um estudo de caso realizado num agrupamento de escolas português, desenvolvido no âmbito de uma investigação de doutoramento, cujo objetivo foi analisar o grau de inclusão desse estabelecimento de ensino e identificar áreas de melhoria. A investigação foi orientada por dois enquadramentos conceptuais principais: o modelo input–process– output–outcome e a abordagem analítica policy–practice gap. A partir destes referenciais foi proposto um modelo de avaliação ad hoc designado INCLUIR – Interação entre Normas, Concretização, Lideranças, Usuários, Interpretações e Resultados. Metodologicamente, adotou‑se uma abordagem mista baseada na triangulação de fontes e métodos, integrando análise documental, questionários e focus groups. Participaram no estudo professores (n=78), alunos no geral (n=273), alunos pertencentes a grupos de maior vulnerabilidade (n=23) e pais ou encarregados de educação (n=113). Os resultados evidenciam um compromisso institucional relevante com a inclusão, expresso na valorização da diversidade, na colaboração entre docentes e na existência de orientações organizacionais que procuram diminuir as desvantagens de diferentes grupos de alunos. Contudo, foram também identificados desafios relacionados com, entre outros, a monitorização das práticas, o clima escolar, o envolvimento parental, a falta de concordância entre perceções dos diversos intervenientes face aos mesmos constructos. O estudo sugere que a equidade é mais bem aceite, quer por alunos quer por pais, se aplicada de forma universal ou de forma discreta, contribuindo para a importância de ser reforçado o estudo e a prática de ações pedagógicas que o permitam, como é o caso do Desenho Universal para a Aprendizagem.
- Social support for functional dependence, activity patterns, and chronic pain outcomes: a cross-lagged mediation panel studyPublication . Bernardes, Sónia F.; Brandão, Tânia; Matos, Marta Osório de; Ferreira-Valente, Alexandra
Objective: Received social support undermining engagement in life activities of individuals with chronic pain (e.g., solicitousness, support for functional dependence) is consistently correlated with worse physical functioning, pain severity, and disability. Whether such responses lead to worse pain outcomes (operant model of pain) or the latter lead to more supportive responses undermining activity engagement (social communication and empathy models of pain) is unknown, given the lack of cross-lagged panel studies. Furthermore, the mediating role of activity patterns in such relationships over time is entirely unclear. This study aimed to bridge these gaps. Method: This was a 3-month prospective study with three waves of data collection (T1–T3; 6-week lag in-between), including 130 older adults (71% women; Mage = 78.26) with musculoskeletal chronic pain attending day-care centers. At every time point, participants filled out self-report measures of staff social support for functional dependence, activity patterns, physical functioning, pain severity, and interference. Scales showed good/very good test–retest reliability (ICC = .74–.96) and internal consistency (all α >.90). Results: Parsimonious cross-lagged panel mediation models showed the best fit (χ²/df < 2.44; CFI >.96; GFI >.93; RMSEA < .09). Bidirectional effects were found over time, but poorer pain outcomes at T1 (higher pain severity/interference, lower physical functioning) more consistently predicted higher social support for functional dependence than vice versa. Poorer pain outcomes (T1) predicted more avoidance/less overdoing (T3), via increased received support for functional dependence (T2). Conclusion: Further research on the cyclical relationships between the study variables across chronic pain trajectories is needed to harness the power of interpersonal relationships in future self-management interventions. Older adults with worse chronic musculoskeletal pain outcomes report receiving from day-care centers’ staff more support promoting their functional dependence; in turn, the latter also slightly predicts poorer pain outcomes and less activity engagement over time. Formal caregivers are encouraged to notice the role of such interpersonal supportive exchanges in older adults’ chronic adaptation processes.