Research Center in Basic Education

Funder

Organizational Unit

Publications

Tipos de bullying mais frequentes no contexto desportivo: uma revisão sistemática da literatura

Publication . Fortunato, Álvaro; Dias, Carlos; Della Casa, Edvaldo; Vaz, Paula Marisa Fortunato

O Bullying é uma ação comportamental agressiva e repetida no tempo exercida entre indivíduos com impossibilidade de defesa por parte de um ou mais dos elementos envolvidos na qualidade de vítimas, que tem vindo a ser motivo de grande reflexão no âmbito escolar por parte da comunidade académica. No domínio desportivo também se verificam crescentes preocupações com este fenómeno por parte de pais, treinadores e ademais agentes desportivos. No presente trabalho faz-se um levantamento dos estudos científicos que têm vindo a ser realizados no âmbito do bullying tendo em vista a identificação do tipo de bullying mais prevalente nos desportos coletivos e individuais. Assim, recorreu-se à pesquisa de artigos nas bases de dados B-On, SCOPUS e EBSCO, a partir da qual se obtiveram 76 artigos. Após aplicados os critérios de inclusão e de exclusão, foram analisados 9 artigos, sendo 5 correspondentes a estudos qualitativos e 4 a estudos quantitativos. Foi possível concluir que a investigação recente no âmbito desta temática no desporto é escassa. No entanto, parece haver maior prevalência de bullying físico, verbal e de exclusão social. Os autores salientam ainda a necessidade de se investir na formação dos treinadores e professores para clarificar o conceito de bullying de forma a poder aumentar a probabilidade de uma correta e atempada identificação, e posterior intervenção com vista à irradicação deste fenómeno nefasto para o desenvolvimento dos adolescentes e jovens.

2022Conference object

Open access

The voices of families and children in situations of social and economic vulnerability: a report of a project

Publication . Vaz, Paula Marisa Fortunato; Mesquita, Elza; Freire-Ribeiro, Ilda; Reichert, Rosilda Marilete

Taking as a reference the data from the report of the National Observatory for the Fight Against Poverty [1] and based on data from EU-SILC (2020), it is observed that 20% of the resident population in Portugal was in a condition of social and economic vulnerability, which corresponds to 1/5 of the resident population in Portugal. Another fact that the report highlights is related to the higher incidence of vulnerability in rural areas (21.1%), which presents a higher risk of poverty than in densely populated areas (13.3%) and medium populated areas (16.6%). Different studies such as those by Brandão [2], and Calejon [3] reveal that there is a relationship between the condition of social vulnerability of children and families and the school success of these children. Considering the right to quality education should be guaranteed to all children, it is important to know how these vulnerabilities and their consequences are perceived by families and children and how they may be conditioning their access to a quality education provided by the schools they attend. This paper presents a project that aims to study the paths of vulnerability and its possible causes through the voices of families and children who are in a condition of social and economic vulnerability. To this purpose, it will address the following question: what is the life path of families who are in a condition of social and economic vulnerability? Its objectives are: (i) to analyse the life path of families in a situation of social and economic vulnerability; (ii) to characterize the families in a situation of social and economic vulnerability, based on the voice of the actors; (iii) to understand the relation between the situation of vulnerability of families and children's school success; (iv) to analyse children's perception of their family situation and their school path; (v) to identify relevant mechanisms to prevent and/or overcome different social and economic vulnerabilities. Therefore, it focuses on eight families from the northern/interior region of Portugal and uses life narratives to survey the social reality under consideration. Hence, it is qualitative research, using semi- structured interviews with two previously developed scripts (one for adults and the other for children). It is important to highlight the social impact of this study which will provide a deep knowledge of families and children in situations of social and economic vulnerability, allowing a better understanding about the impact that certain vulnerabilities may have on children's school success, and it will identify relevant mechanisms to prevent and/or overcome them. This information is not limited to its apparent descriptive nature, but it may constitute an important knowledge source to be considered in the development of future intervention proposals regarding the prevention of vulnerabilities that may emerge during the research, and, more specifically, of those that may be related to the (in)success at school of children who experience them.

2022Conference object

Open access

Pedagogical documentation in childhood education: a review of concepts

Publication . Azevedo, Maria; Mesquita, Cristina; Mociño-González, Isabel

Documenting is a complex, dynamic process that is still difficult for early childhood educators today. It is more than describing and narrating the events, encompasses the selection, interpretation, reflection, and evaluation of them. It requires a close look from educators on all children and at all learning times, including moments of free exploration, and a reasoned reflection of practice in general. Consider the ideas of Malaguzzi, mentor of the Approach Reggio Emilia, systematically documenting the child learning processes offer memories to educators, children, and their families. It also acts as a starting point for new learning and allows educators to improve their practices through reflection. This study focuses on the in-depth reading of scientific articles by different authors, intending to understand the evolution of the pedagogical documentation concept, as well as knowing different current approaches to evaluation in education. It assumes a qualitative methodology, which aims to access the authors' conceptions through heuristic and hermeneutic processes. In this sense, the investigative process followed the following steps: (i) research and systematization of the relevant literature; (ii) organization of relevant texts on pedagogical documentation, in a diachronic way, to analyze the evolution of the concept in childhood education; (iii) collection of ideas for education, expressed by the authors, framing them historically; (iv) establishing relationships between the different designs. Pedagogical documentation is analyzed as a form of evaluation, with a relationship with the construction of participatory pedagogies. The data that emerged from the analysis revealed the importance of knowing the evolution of the concept of evaluation, to document the processes and integrate the right of participation into the institutions' daily practices. The importance of formative strategies that allow educators to understand their role in the construction of evaluation is reinforced. Strategies are also evidenced, including for children, to make visible the processes of documenting. It should be noted that this form of evaluation is based on a time-consuming but rewarding process, as it allows us to focus on the process and to show progress.

2022Conference object

Open access

Climate Change Perceptions: A Study with Portuguese University Social Education Students

Publication . Ramos, Ricardo; Vaz, Paula Marisa Fortunato; Rodrigues, Maria José; Rodrigues, Isilda

Climate change (CC) is one of the most urgent problems to solve in this century, the effects of which cover a wide range of disciplines that go beyond the environmental component, becoming a social and economic problem as well. Social educators are professionals who must ensure that the quality of life in socially vulnerable societies is improved. In order to mitigate the problem of climate change, it is necessary for all professionals in the most varied areas to have climate literacy, so that they can adopt behaviors that comply with the objectives of sustainable development. Recognizing the importance of the social educator in the context of contemporary societies, we intended to find out the university students’ perceptions on the social education course. With this in mind, we set out to carry out this study, which was based on the application of a questionnaire using a Likert scale. The respondents were 161 social education students at a higher education institution in Portugal. In order to carry out the inferential analysis, we took care to meet the necessary criteria for carrying out parametric tests. The results showed that a majority (72.6 %) of students were concerned about climate change. They (54.7 %) also stated that they would like their course to deal more with climate change, as 74 % acknowledged that they did not have the skills to deal with climate change as a future professional. The results also showed that the students were incapable of correctly listing a consequence of climate change. The data collected and analyzed in this study allowed us to conclude that Environmental Education played a fundamental role in the academic training of social educators, suggesting the need for its reinforcement and inclusion in their training plans. We also found that greater efforts were needed to improve students’ climate literacy.

2024Journal article

Open access

Learning and occupation of children's leisure time: crisscrossing school and non-school education

Publication . Mesquita, Elza; Freire-Ribeiro, Ilda; Sanches, Angelina; Carlos, Cátia

The understanding of the educational daily life of children requires considering the role the socio-educational activities have in that process, in which they are involved after school time, considering the formative complementarity they represent. Even though non-school education has always existed, it has been paid more attention and recognition since the second half of the 20th century, with the valuing and clarification of "non formal" and "informal" education. It is on these dimensions that the study presented in this article is centered, investigating its characteristics and the relationships that are woven between school and non-school education, calling upon the theoretical contributions of authors who have worked on the subject, as well as the thoughts of children and teachers who participated in the study. The main objective of this study was to find out the opinions of children and teachers about the participation in non-formal educational activities, developed in leisure time, and was guided by the following questions: In which socio-educational activities do children engage after school time? How are these activities perceived by children? And by the teachers? What are the remaining motivation(s) for children's participation in non-formal activities? And that of the teachers? What role do children play in making decisions about the activities in which they participate? And what measures should be promoted to improve the organization of the children's leisure time? For data collection we used a questionnaire, applied to teachers (25) and children (109, from 6 to 12 years old), from a school centre in the north of Portugal. The results show that the socio-educational activities in which children are most involved after school time are, according to the children and teachers, the extracurricular and sports activities. Opportunities for fun, for occupation while parents work, and for improving school results are the reasons most highlighted by children for their involvement in out-of-school activities. The decision making in the choice of these activities is, according to the children, predominantly made by the parents (father/mother) but perceived by most of them as important and fun. As suggestions for improving the answers regarding the occupation of children's free time, the interviewees point out the offer of activities of different nature, highlighting sports, individual and group activities. The interviewed teachers emphasize the need to reduce the permanence time of children in the school space and to increase the opportunities of physical activity, thus meeting the children's requirements. The contributions of the study to (re)think about the quality of the contexts and activities attended by children during their leisure time are highlighted, valuing them as important means of recreation and learning.

2022Conference object

Restricted access