CEDH - Contribuições em Revistas Científicas / Contribution to Journals
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- Identidades profissionais em construção: o caso dos assistentes sociaisPublication . Silva, Patricia Carolina; Baptista, Isabel; Camões, AnaEste artigo apresenta resultados parciais de uma investigação em curso, intitulada "Educação e Serviço Social – Identidades Profissionais em Construção", pretendendo compreender em que medida os profissionais do Serviço Social se encontram preparados para enfrentar as novas exigências de desenvolvimento humano num contexto de crise e mal estar profissional decorrente da emergência de novas políticas sociais e de novos modelos de intervenção, onde a educação surge considerada como um pilar fundamental de emancipação e capacitação. Concretamente, este artigo expõe e discute os dados relativos a uma primeira etapa do estudo, referente à configuração normativa da profissão de Assistente Social, tendo por base a análise dos documentos definidores e estruturantes da atividade profissional em Portugal, visando desta forma fundamentar um quadro de referência para a inquirição de atores, desenvolvida nas etapas subsequentes. Os resultados obtidos permitem encontrar traços de identidade profissional bem definidos sobre missões, valores, conteúdo funcional e domínios de atuação, em linha com visões paradigmáticas de cariz socioeducativo, evidenciando linhas de aproximação a outros campos profissionais, designadamente da área da educação e da Pedagogia Social, como os Educadores Sociais, por exemplo. O que nos levou a introduzir posteriormente elementos de análise comparativa que nos permitam encontrar eixos de diálogo interdisciplinar e interprofissional como condição de desenvolvimento identitário, tal como surge mencionado nas considerações finais.
- Socio-ecologies and teachers' professionalism: on the careers of Portuguese teachers over the last five decadesPublication . Sousa, Rita Tavares; Lopes, Amélia; Dotta, Leanete Thomas; Joana, LucianaThis paper examines the construction and development of teacher professionalism in Portugal over the last five decades, drawing on a biographical-narrative study of 96 veteran teachers recognised by their peers as committed. Adopting a socio-ecological perspective, it analyses professionalism across micro, meso and macro levels and in relation to teachers’ life cycles. A mixed analytical strategy was used: deductive analysis based on Evans’s multidimensional model of professionalism, and inductive analysis to identify factors influencing its development over time. Findings reveal the emergence of a form of ‘positive professionalism’, particularly evident during the 1970s, 1980s and 1990s, characterised by strong commitment to students and social justice, collaborative and pedagogically transformative practices, professional agency and sustained engagement with educational knowledge. From the early 2000s onwards, teachers’ narratives point to a contrasting ‘negative professionalism’, associated with managerial governance, intensified bureaucratisation, reduced autonomy and growing demotivation. The study underscores the importance of alignment between teachers’ professional projects and educational policies, the relational and prospective nature of agency and the role of socio-educational ecologies across career stages. By foregrounding teachers’ lived experiences over time, it contributes to international debates on transformative professionalism and informs research and policy on teacher wellbeing and sustainable professional development.
- Introductory note to the special issue: teaching as an intergenerational profession: how generational diversity contributes to teacher education and professional developmentPublication . Sousa, Rita Tavares de; Joana, Luciana; Kowalczuk-Walędziak, Marta
- 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.