Coleção CV
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Browsing Coleção CV by Sustainable Development Goals (SDG) "05:Igualdade de Género"
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- Descobrindo a Educação Inclusiva através dos olhos dos alunos de Territórios Educativos de Intervenção Prioritária (TEIP)Publication . Kamp, Marcia; Carvalho, Carolina; Marchão, Amélia; Martins, Maria José D.; Santos, SofiaNo âmbito da educação inclusiva, Portugal tem desenvolvido medidas para diminuir assimetrias socioeconómicas e geográficas, nomeadamente, o programa Territórios Educativos de Intervenção Prioritária (TEIP), cuja monitorização deve integrar a voz ativa dos principais intervenientes e incluir os alunos. Contudo, há poucas evidências da voz dos alunos sobre as escolas TEIP. No presente estudo, o objetivo foi analisar a perceção dos alunos de programas TEIP sobre: 1) a educação inclusiva, 2) as práticas inclusivas dos professores, 3) o ambiente escolar inclusivo e 4) como essa perceção evolui ao longo do percurso académico, analisando-se as seguintes variáveis: sexo, apoio educativo e retenção. Para isso, 637 alunos de escolas TEIP, entre os 6 e 18 anos, 319 do sexo feminino e 318 do masculino responderam ao questionário Perceções dos alunos sobre educação inclusiva. Os resultados indicam que os alunos avaliam positivamente as iniciativas das escolas em prol da inclusão, embora apontem a necessidade de os professores consultarem mais os alunos sobre como melhorar o ambiente de sala de aula. A perceção positiva da educação inclusiva é geral entre os alunos, sem diferenças significativas entre raparigas e rapazes. No entanto, há espaço para aprimoramento das práticas pedagógicas e a nível da investigação
- Environment, Education, and Identity: Psychological Perspectives on Fostering Ecological ValuesPublication . Lourenço, Abílio; Valente, Sabina; Paiva, OlímpiaThis article presents a theoretical reflection on the interaction between the natural environment, education, and the formation of human identity from the perspectives of Environmental Psychology and Educational Psychology. The central objective is to analyze how natural environments influence the construction of psychological identity and the development of ecological values, indicating theoretical and practical implications for the promotion of sustainable identities. The structure of the text is organized into six chapters. It begins with the multidisciplinary relevance of integrating this area of psychology with studies on ecological identity, followed by the presentation of the foundations of the study of person-environment relationships, including place identity theory and emotional bonds with the natural surroundings. Subsequently, the role of natural elements in the construction of self-perception and emotional wellbeing is analysed, based on an in-depth theoretical review. The formation of ecological values is then discussed, especially in childhood, focusing on the construction of ecological environmental identity, the individual’s perception of being an essential part of broader ecosystems, and the impact of environmental education on psychological development. The psychology chapter applied to education emphasizes pedagogical strategies, curriculum development, and educational policies that promote and strengthen ecological identity. Recommendations are presented for educators, psychologists, and policymakers, highlighting the importance of education in building environmental values. The article concludes with a synthesis of the main reflections, highlighting theoretical and practical implications and suggesting paths for future research. This work advances understanding of the relationships between human being and natural environments, offering support to professionals in education, psychology, and related fields interested in the construction of ecological values and the development of sustainable educational practices.
- The Foster Family Process to Maintain the Will to Remain in Foster Care—Implications for a Sustainable ProgrammePublication . Elisete Diogo; Francisco BrancoThere were 7032 children in out-of-home care in 2018 in Portugal. Of these, only 2.8% were in foster care, despite this being the recommended response according to legal regulations. It is critical that more families be encouraged to become foster carers and also that experienced carers stay in the system to create a sustainable programme. How is the will to foster a child maintained? What can we learn from foster families’ experiences to improve childcare and the child protection system? The methodology of this study was based on interviews with foster carers. The analysis was inspired by grounded theory. We found three types of foster families, classified according to their will to leave or remain in foster care—unconditional, hesitant, or retired. The results suggest that the key elements for foster carers to remain in the foster care system are (i) their level of satisfaction with how the previous placement concluded, (ii) keeping in touch with the ex-foster child, (iii) the feeling of acknowledgement by all the stakeholders, and (iv) the quality of social services as well as the support of the professional teams.
- How Do People Become Foster Carers in Portugal? The Process of Building the MotivationPublication . Elisete Diogo; Francisco BrancoAct no. 142/2015 highlights the importance of children out-of-home being placed in a family context. However, foster care continues to be an almost absent component in the Portuguese childcare system. In 2017, it corresponded to just 3% of out-of-home care. This research aims to contribute to the understanding of the reasons for becoming a foster family. It adopted a qualitative approach, using carers’ narrative interviews and practitioners semi-structured interviews, inspired by grounded theory. Foster family motivation is rooted in altruism, affection for children and sensitivity to maltreatment. These factors, as well as personal life course and contact with out-of-home care, induce a predisposition to become a foster family. The quality of the support services and the care professionals’ performance also reveal key elements.
- Referenciais de qualidade para a educação de infância? Estudo realizado sobre a realidade portuguesaPublication . Cardona, M.J.; Marchão, A.Neste artigo, partindo do princípio de que todas as crianças têm direito a uma educação de qualidade, reflete-se sobre o conceito de qualidade e o sentido da definição de referenciais para qualidade na educação de infância, nas dimensões social, pedagógica e institucional. Parte-se de uma incursão documental sobre a realidade portuguesa, enquadrando-a no contexto europeu, sem esquecer a especificidade da diversidade sociocultural que caracteriza cada país. Para apoiar a reflexão, foram entrevistadas, entre novembro e dezembro de 2024, cinco profissionais com intervenções na área da Educação de Infância. Dos seus discursos apuraram-se opiniões, maioritariamente convergentes, sobre a necessidade de criar referenciais de qualidade, que se interpretam e refletem, no sentido do direito das crianças a práticas educativas de qualidade, sobretudo centradas na educação para a cidadania, área que se destaca neste trabalho de análise.
- To Reform the Child Protection System in Portugal—Stakeholders’ PositionsPublication . Elisete Diogo; Joana Véstia Silva; Bárbara Mourão SacurNotwithstanding the legal milestones observed in the Portuguese child protection system (CPS), several concerns call for political action to ensure the effective guarantee of children’s rights. In this context, it is imperative to discuss proposals for reforming the CPS. Agreement on these proposals by the stakeholders in the system is key to validating and improving the system. Therefore, the main research questions of the present study are (1) what is the level of agreement among stakeholders in the CPS on certain proposals for child protection reform? and (2) what are the positions on those proposals? Mixed methods were conducted based on an online survey (n = 292), supported by Qualtrics, and eight focus groups involving stakeholders as former beneficiaries, families, practitioners and academics (n = 18). Findings show a harmonious alignment with the proposals, justifying an urgent reform of the CPS and the need to strengthen a child-centred system. Three themes emerged: promotion of quality family-based care and promotion of adoption; development of child-friendly terminology; and improvement of the CPS administration. The conclusions highlight implications for policy and practice.