Loading...
10 results
Search Results
Now showing 1 - 10 of 10
- Pertenser: assessment of a community based project aiming to promote school successPublication . Martins, Filipe; Carneiro, Alexandra; Santos, Mafalda; Matos, Raquel; Alves, Sofia MexiaO insucesso e o abandono escolar evidenciam-se como problemas sociais prioritários que não se devem apenas a fatores individuais ou familiares. O projeto PertenSer foi concebido como uma resposta educativa de base comunitária com o objetivo de oferecer aos jovens mais vulneráveis oportunidades de desenvolvimento de competências pessoais, sociais e profissionais, reforçando a sua motivação para a aprendizagem e a sua confiança e capacidade para construírem trajetos de vida. Participaram neste projeto 13 jovens dos 14 aos 18 anos, a frequentar o 8.º e o 9.º anos de escolaridade, enquadrados no Programa Integrado de Educação e Formação. A avaliação qualitativa do projeto considerou o envolvimento dos participantes nas ações implementadas e as mudanças no autoconceito e desenvolvimento pessoal e social, no envolvimento escolar e nas perspetivas de futuro. Os resultados destacam melhorias ao nível da autoconfiança e comportamento na escola, assim como na relação com os adultos e na capacidade de definir objetivos a curto e médio prazo. Destacam ainda a promoção da valorização e da motivação para a aprendizagem escolar, que contribuiu para a redução do abandono escolar e para a obtenção de maior sucesso. Como fatores de sucesso do projeto, realçam-se a abordagem comunitária envolvendo diferentes atores extraescolares e as relações de suporte estabelecidas com profissionais e professores.
- Welcoming refugees in Portugal: preliminary assessment through the voices of refugee familiesPublication . Barbosa, Mariana; Santos, Mafalda; Veiga, Elisa; Martins, Filipe; Ribeiro, Maria Teresa; Faria, JoanaThe Refugee Support Platform (PAR – Plataforma de Apoio a Refugiados) was created in September 2015 through the establishment of a network of organisations and volunteers from the Portuguese civil society. PAR Families is a program that aims to provide support to refugee families in Portugal. PAR Families model implies that for each family of refugees arriving in the country there will be an institution directly responsible for the following dimensions: independent accommodation, food and clothing; support regarding access to healthcare services, education, labour market, Portuguese language classes and social and cultural integration. From the total of families (n = 73) hosted by PAR at the time data collection began (March 2018), members of 40 families were interviewed (35 women and 26 men). Through in-depth qualitative interviews the study gave voice to their perspectives as experiential experts of the PAR Families program, and with this gathering important feedback and recommendations our research aims to: (1) identify the good practices that should be maintained and reproduced with new refugee families that may be hosted by PAR; (2) recognise the aspects that appear as counter-productive to a successful integration and autonomisation of the refugee families in the six dimensions targeted by the PAR Program.
- The right to a second chance: lessons learned from the experience of early school leavers who returned to educationPublication . Martins, Filipe; Carneiro, Alexandra; Campos, Luísa; Ribeiro, Luisa Mota; Negrão, Mariana; Baptista, Isabel; Matos, RaquelBased on a holistic perspective of education that articulates school pedagogy and social pedagogy, the main goal of this paper is to identify effective ways to ensure the right to education to vulnerable and marginalised young people who have dropped out of school. The research leading to this paper was part of a European research project which investigated how young people’s responses to conflict can provide opportunities for positive social engagement. This specific study explored early school leaving and school re-engage-ment from the point of view of a group of 20 Portuguese young early school leavers who later returned to school through Second Chance Education. Through a qualitative approach using individual in-depth interviews, participant observation and focus group, the study sought to offer a comprehensive reading of early school leaving and school re-engagement by address-ing the diversity of motivations, experiences, factors and consequences associated with them, as well as the role that educational policies and school factors can play in it. The study’s findings revealed that, for many socially and economically vulnerable youngsters, mainstream schools are places of individual failure and interpersonal conflict where they don’t feel wel-comed and from which they stop expecting positive outcomes. This favours a progressive disengagement from education that reinforces social marginalisation. However, the findings also showed that by engaging in second chance education projects, youngsters develop greater commitment to education and identify relevant positive changes in terms of personal and skills’ development, behavioural adjustment and establishment of life goals. According to the participants’ experiences, the holistic and individualised socio-pedagogical approach of such projects is particularly apt to respond to their needs. Community-based educational approaches, practical and participatory learning environments, and the emotional investment and support from teachers and staff are shown to be the most effective socio-educational features when trying to re-engage vulnerable young people in education.
- From stigmatization and conflict to social participation: opportunities and challenges for portuguese youthPublication . Martins, Filipe; Carneiro, Alexandra; Campos, Luísa; Ribeiro, Luísa; Negrão, Mariana
- Young gender activists: PortugalPublication . Matos, Raquel; Carneiro, Alexandra; Martins, Filipe; Campos, Luísa; Ribeiro, Luisa; Negrão, Mariana
- Young people with paths of psychosocial risk and deviant behavior: PortugalPublication . Matos, Raquel; Martins, Filipe; Carneiro, Alexandra; Campos, Luísa; Ribeiro, Luisa; Negrão, Mariana
- O envolvimento escolar de jovens em situação de abandono precoce da educação e formação: pistas para a sua compreensão e promoçãoPublication . Martins, Filipe; Ribeiro, Luísa; Matos, Raquel; Baptista, Isabel
- Promover e avaliar competências em cidadania nas escolas portuguesas: a experiência do projetopiloto “Educação para a Cidadania”Publication . Martins, Filipe; Ribeiro, Luı́sa Mota; Barbosa, Mariana; Cardoso, Jorge
- Lives on hold: the experiences of asylum seekers in Moria refugee campPublication . Moreira, Ana Luísa; Barbosa, Mariana; Maia, Margarida; Veiga, Elisa; Martins, Filipe; Santos, MafaldaOf the hundreds of thousands of people that formed the huge migratory flow of the so-called ‘refugee crisis’, many are currently living in refugee camps, at times without basic conditions. This research aims to describe the lived experience of these people and amplify their voices. In order to pursue this goal, we conducted 15 semi-structured interviews with asylum seekers accomodated in the Kara Tepe refugee camp but who had also had experience of life in Moria refugee camp (both camps are in Greece). We complemented these data with participant observations carried out in the Kara Tepe refugee camp and some visits at the surroundings of Moria camp. Our results highlight a much worse experience of asylum seekers in Moria refugee camp if compared to asylum seekers’ experience in Kara Tepe, with reports of overcrowding, hunger, lack of hygiene, poor healthcare, insecurity and violence. The psychological impact of the high number of adversities affecting people living under these circunstances also stood out, with evidence of distress experienced. We conclude by discussing the implications of our findings in terms of policy change.
- The educational (im)mobilities and status (il)legalities of Cape Verdean youth in PortugalPublication . Challinor, Elizabeth Pilar; Martins, FilipeEducation has played a fundamental role shaping Cape Verdean mobilities and recent increases in educational opportunities for poorer sections of the youth population have raised expectations for a better life. Through a discussion of how modern-day education has become a project of self-realisation, the article provides a detailed analysis of a regime of mobility that encouraged Cape Verdeans to study in vocational colleges in Portugal. It illustrates how the protocols signed between local councils in Cape Verde and the colleges created a responsibility vacuum that caused students to slip into illegality, perpetuating the inequalities which the pursuit of education is intended to redress. The ways in which Cape Verdean youth responded – navigating constraints to create the image of a successful life in Portugal against all odds – elucidate how the power of the moral expectation to succeed led them to work the system and to turn secondary education into a stepping stone for their mobility.