TeachXevidence. Preventing gender-based violence in schools based on scientific evidence with social impact.

Schools are a privileged place for the primary prevention of gender-based violence as changes in social norms and behaviours can be promoted from early childhood. However, educational interventions are not delivering the expected social changes because in many cases do not take into account the scientific consensus on what are the most effective actions that have demonstrated measurable
and sustained improvements in the prevention of gender-based violence in schools in different contexts. TeachXevidence aims to reverse this situation by creating capacities and resources for the education professionals and fostering a European network of researchers and practitioners that co-construct educational interventions based on scientific evidence of school and social improvement. To this end, the project will: a) Compile best and latest evidence of successful educational interventions in the prevention of gender-based violence from school in Europe, b) conduct online and face-to-face seminars that transfer this knowledge to practitioners and capacitate them to search for reliable evidence and contribute to the creation of it, c) create a community of researchers and teachers who together will co-construct 13 working sessions for primary and secondary schools based on two innovative solutions that scientific research has already proven to work in preventing gender-based violence in schools: 1. Educating in new models of masculinity 2. To protect not only the victims but also those who defend the victims. D) Pilot the working sessions, adjust and extend them to other schools in Europe e) Involve educational authorities and School representatives to upgrade legislation, policy and protocols based on the evidences gathered by the project.

MARKA: innovation and inclusion in the construction of an identity curriculum

This project seeks to promote social inclusion, innovative teaching practices in the digital age and the social and educational value of European Cultural Heritage. The partners are 4 schools from Portugal, Estonia, Italy and Cyprus, an NGO from Macedonia, and University of Porto. Participate in this project, around 2010 students with 8 to 18 years old, 86 teachers, 3 researchers and a dozens of technicians and specialists in heritage, museology, environmental and artistic education.

Support Address School Failure and Dropout in Educational Areas of Priority Intervention (Teip) in Portugal

Learning Communities is a project based on a set of Successful Educational Actions (AES) aimed at social and educational transformation. This educational model is in line with international scientific theories that highlight two key factors for learning in today's society: interactions and community participation. This process involves all those who, directly or indirectly, have an influence on the students' learning and development, including teachers, family members and other community agents (friends, neighborhood people, members of community associations and organizations, etc.). The project currently has more than 9,000 schools that implement AES or are Learning Communities in 14 countries in Europe and Latin America. In this project, I'm responsable for training and attendance of 6 schools: AE Manoel de Oliveira; AE de Peniche; AE de S. Pedro da Cova; AE de Santa Cruz da Trapa; AE Fernando Casimiro Pereira da Silva e AE Virgínia Moura.

Care: Caregivers of children at risk: Education and Capacity Building

The project Care: Caregivers of children at risk - Education and Capacity Building, coordinated by APDES, aims to identify good practices of non-formal education, in order to empower the caregivers of children at risk. The project is coordinated by APDES and is the result of a partnership between 4 different organisations: Associazione Thamaia Onlus (Italy), Institute of Child Health (Greece) e Northorpe Hall Child & Family Trust (UK). This project was supported by RECI, part of FCT¿s network of E&D research units.