CRÈCHES IN PORTUGAL: POLICIES, CONCEPTIONS AND PRACTICES.CONTRIBUTIONS TO THE TRAINING OF EARLY CHILDHOOD EDUCATORS

The project "Crèches in Portugal: policies, concepts and practices. Contributions to the training of early childhood educators" was born out of a concern to take part in the national debate on daycare centres as an educational context for young children, in close coordination with families and the community. It aims to contribute to the debate on policies for early childhood, the public education space and training in early childhood education, and is informed by the Education Sciences. It has a national geographical scope and is based on a mixed methodology and a diversified data collection process: a questionnaire survey of nursery school teachers working in nursery schools; a survey and documentary analysis of policies in Portugal and the European Union; interviews with recognised personalities in the field of educational thought and policies about nursery schools, representatives of professional associations such as APEI and ACPEEP, and also leaders of government bodies such as the General Directorate of Education of the Ministry of Education (DGE), the Social Security Institute (ISS), the Directorate of Education of the Autonomous Regions of the Azores and Madeira and the National Education Council (CNE). The expected results include: framing and discussing the crèche context in early childhood policies; to characterise nursery schools in Portugal, in terms of their conceptions and practices with children aged 0-3, based on the opinions of nursery school teachers and about the profession; to point out contributions to the training of nursery school teachers. Keywords: Crèches; Policies; Conceptions and Practices; Training; Early childhood educators

MINDtheGaps - Media Literacy Towards Youth Social Inclusion

MINDtheGaps aims to contribute to the promotion of equal opportunities to young people in vulnerable situations, including those living in residential care institutions, to develop media literacy, digital inclusion and critical thinking and, therefore, conditions to live and participate on the information society and to access the labour market (social inclusion).

MINDtheGaps uses a participatory intervention based on programming training and multimedia open educational resources development to empower young people to develop media literacy, critical thinking and to be able to share knowledge and collaboratively solve problems in partnership with young people from other European countries, in a non-formal context. This means that the project is in line with the New European Youth Policy (2019-2027) since it will develop new and innovative ways to achieve the priorities that are set out in national and EU policy: ENGAGE, CONNECT and EMPOWER young people through innovation, quality and recognition of youth work.

UP2B - Boosting Up School Education towards European Citizenship and Labour Market Inclusion

UP2B project is a strategic partnership of School Education, created by Companies, Universities, NGOs, Education Local Authorities and Schools, from South, North, East and West of Europe, cooperating for promoting motivation at School (for students and teachers) and for preparing students for their future life as workers and Citizens.
The project’s integrated approach of formats, contents and expertise was based in previous needs assessment during the partners’ regular activities and envisages to enhance School Education, aiming Social Cohesion.

Access, Success and Failure: student courses in public higher education

Reducing Early School Leaving in the EU (RESL.eu).

RESL.eu aims to provide insights into the mechanisms and processes influencing a pupil's decision to leave school/training early; as well as into the decision of ESLers to enroll in alternative learning arenas unrelated to a regular school - but wherein specific creative or innovative methods of knowledge and skill transfer are used. Additionally, RESL.eu focuses on the vulnerable group of youngsters that left education or training early and are identified as NEET (Not in Education, Employment or Training). RESL.eu also aims to identify and analyze the intervention and compensation measures that succeeded in transferring knowledge and in keeping pupils in education/training, although they showed high (theoretical) risk of ESL. KEYWORDS: EARLY SCHOOL LEAVING, EDUCATION, PUPIL ATTITUDES

Childhood and Child Education in the international policies, academic research and teacher training, in Portugal

A infância e a sua educação nas políticas internacionais, na investigação académica e nos programas de formação em Portugal [Childhood and Child Education in the international policies, academic research and teacher training, in Portugal]

Childhood and Child Education in the international policies, academic research and teacher training, in Portugal

Experiences, Paths and Production in Educational Sciences: Contribution to the Knowledge of an Experience in Training and Research [Vivências. Percursos e Produção em Ciências da Educação: Contributo para o Conhecimento de uma Experiência em Formação e Investigação]

A Autonomia Visível das Raparigas e a Desafectação dos Rapazes na Escola? [The Visible Autonomy of Girls and the Disaffection of Boys in School?]

Coeducação do princípio ao desenvolvimento de uma prática [Coeducation of the principle to the development of a practice]