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- 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.
- Ethnographies of immigration detentionPublication . Ugelvik, Thomas; Bosworth, Mary; Turnbull, Sarah; Matos, RaquelThere has traditionally been a special relationship between the state, its citizens and the territory it controls, often thought of as a form of contract binding the three together. Huge shifts have occurred in recent years, however. Increased international mobility means non-citizens are showing up, legitimately or illegitimately, in unprecedented numbers. Consequently, "the immigrant" has become a new political and administrative object for (Western) states. The states, in turn, are developing new systems for the greeting, evaluation, classification and ultimately either integration or deportation of the outsiders at the border. Criminological scholarship has in recent years brought renewed attention to the transformative impact of migration on issues of crime and justice. Generally speaking, the focus has been on the impact of migration on crime practices and crime rates. Researchers have particularly focused on immigrant gangs, various forms of migration-related crime and the deepening of urban marginality. While acknowledging the importance of these contributions, we want to argue that there is also a need to describe systematically the specific impact that migratory flows have had on the everyday life of people on "both sides" in the migration control system. Migration control is, as migration itself, an intrinsically transnational phenomenon and thus challenges traditionally national footing of state policies and state laws. It involves measures within and beyond national and European territories. These practices create novel spaces and notions of territoriality: 'in between spaces', borderlands or what Saskia Sassen has called 'third spaces'. Our objective is to examine the spaces where national systems of justice meet their limits. We want to study these institutions ethnographically, "from the ground up", partly to compare different institutions in different jurisdictions and partly to explore whether it makes sense to see these institutions as part of the same development on the European level.
- 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.
- Women’s experiences of border crossing: gender, mobility and border controlPublication . Matos, Raquel; Esposito, FrancescaIn recent years, new migration patterns emerged in Europe and border control operations became more complex and broader, resulting in an increasing number of non-nationals detained for migration-related reasons. This paper aims to explore how gender, migration and border control intersect in the lives of women detained for not having authorisation to remain in Portugal. Several visits were made to a detention facility, where ten women detainees were interviewed. Our findings reveal how gender plays a crucial role in women’s mobility pathways, and how the lack of a secure migrant status can be used as a control mechanism within the context of gendered relationships. Overall, due attention is paid to the way crossing borders impacts the lives of these women, reinforcing their vulnerabilities, and to the ways in which women deal with and resist the precariousness and violence they are exposed to, seeking a meaning and continuity for their lives.
- Reclusão e laços sociais: discursos no femininoPublication . Matos, Raquel; Machado, CarlaNuma abordagem qualitativa à construção narrativa de trajectórias de vida de jovens reclusas analisam-se, em particular, os discursos que as mesmas constroem sobre a instituição prisional. A análise dos discursos sobre a reclusão tem por base os pressupostos teóricos e metodológicos das abordagens feministas à transgressão feminina e à reacção formal a ela. Reflecte-se sobre a emergência de significados sobre a reclusão assentes na renovação e na recontextualização dos laços sociais das jovens reclusas.
- Project Fact for minors: Fostering alternative care for troubled minors (JUST/2015/RCHI/AG/PROF/9578): Final ReportPublication . Ribeiro, Catarina; Barbosa, Mariana; Matos, Raquel; Veludo Fernandes, Raquel
- Labelled as ‘risky’ in an era of control: how young people experience and respond to the stigma of criminalized identitiesPublication . Deakin, Jo; Fox, Claire; Matos, RaquelThe construction and labelling of groups of young people as ‘risky’ triggers a multifaceted and dynamic social process of stigma that frequently results in reduced life chances and limited opportunities for self-development. Drawing on case-study data from four European countries, this article focuses on the ways in which stigma is reproduced through interactions and interventions that label young people. Our analysis explores how young people experience and understand stigma, and how they respond to it. Framed within a theoretical understanding of stigma as a form of power, we examine its components and cyclical process, its role in shaping policies of social control, and its consequences for groups of ‘risky’ young people. Our analysis builds upon and develops Link and Phelan’s (2001) reconceptualization of stigma to include reference to young people’s reactions and responses: alienation and marginalization; anger and resistance; empathy and generativity. We argue that stigma acts primarily as an inhibitor of young people’s engagement in wider society, serving to further reduce access to beneficial opportunities. However, some young people are able to resist the label, and, for them, resistance can become generative and enabling.
- Young gender activists: PortugalPublication . Matos, Raquel; Carneiro, Alexandra; Martins, Filipe; Campos, Luísa; Ribeiro, Luisa; Negrão, Mariana
- Discursos sociais sobre a violência de Estado: um estudo qualitativoPublication . Barbosa, Mariana; Machado, Carla; Matos, Raquel; Barbeiro, AnaAssistimos, na actualidade, a uma crescente preocupação com o papel das políticas de acção dos governos na perpetuação de ciclos de violência. No entanto, a violência de Estado (da guerra à tortura, ou à violência policial) foi, até recentemente, um tema negligenciado pela comunidade criminológica (Aas, 2007; Young, 2007). O presente estudo visa conhecer a real extensão da tolerância e legitimação da violência de Estado por parte dos cidadãos comuns. Apesar de este texto se focar apenas nos dados portugueses, este é um projecto que está a ser conduzido em quarenta e três países de todo o mundo através do Group on International Perspectives on Governmental Aggression and Peace (GIPGAP). Com o intuito de contribuir para o conhecimento dos processos de legitimação da violência de Estado por parte de cidadãos portugueses, procedeu-se a uma análise comparativa do posicionamento de 600 participantes face a diferentes tipos de violência de Estado. Partindo da identificação dos argumentos utilizados pelos participantes para legitimar ou rejeitar cada tipo de violência, procurou-se depois perceber em que medida estes posicionamentos se diferenciam em função do grau de normatividade do acto (percebido como legal ou ilegal), da sua natureza (por exemplo: agressão ou morte) e do alvo do mesmo (por exemplo: civis ou prisioneiros de guerra).
- Perspectives on State violence: a comparative analysis of Portugal and the USAPublication . Machado, Carla; Matos, Raquel; Malley-Morrison, Kathleen; Barbosa, Mariana; Dias, Ana Rita