Jovens que regressam: mobilidade, motivações e investimento em regiões de interior e de baixa densidade após formação no ensino superior (Young people who return: mobility, motivations and investment in low-density inland regions after higher education studies)

Member of the executive committee of the CAFTe Research Community of Practice - Curriculum, Assessment, Training and Technologies in Education. [Membro da comissão executiva da Comunidade de Prática de Investigação CAFTe – Currículo, Avaliação, Formação e Tecnologias em Educação.]

Member of the coordination of the JEDI Research Community of Practice - Youth, Education, Diversity and Innovation. [Membro da coordenação da Comunidade de Prática de Investigação JEDI – Jovens, Educação, Diversidade e Inovação.]

Autoavaliação de Escolas e Gestão Escolar: A utilização da avaliação na tomada de decisão [School Self-evaluation and School Management: Using evaluation for decision making]

Play4Life: Jovens Atletas como Ativistas no Desporto (Play4Life: Young Athletes as Activists in Sport)

CARE4SUD - Vocational Training in Illicit Drug Addiction: Equipping health professionals with skills and techniques for treating drug addiction"

Vocational training in illicit drug addiction: Equipping health care practitioners with addiction treatment competencies and techniques (CARE4SUD) is a project which is funded by the Erasmus + Programme of the European Union (KA 220 VET – Cooperation partnerships in vocational education and training), and it is developed by Klaipedos Ernesto Galvanausko Profesinio Mokymo Centras (Lithuania) in collaboration with Institut Za Raziskave In Razvoj Utrip Zavod (Slovenia), Sosu Ostjylland (Denmark), Universidade do Porto (Portugal), Direc¿ia de Asisten¿a Sociala ¿i Medicala Cluj-Napoca (Romania) and Institute of Social Solidarity and Wellbeing: Social Mind (Greece).

The project’s overall objective is to ensure a higher professionalism of the healthcare workforce in the illicit drug addiction field at the national and European levels.

In particular, the project anticipates meeting the following objectives: Contribute to improved competencies on illicit drug addiction counseling skills related to screening, brief intervention, and referral to treatment and respond to current, emerging, and growing needs of the Vocational training sector addressing the lack of addiction specialists.
Provide opportunities for continuous professional development in the health industry and create the conditions for increasing healthcare workers' human capital capacity and employability. Empower cooperation between educational institutions and the health care industry to draw critical recommendations on the evolution of the addiction skillset and related job opportunities.

Member of RILME - Research Network on Leadership and Improvement in Education [Red de Investigación sobre Liderazgo y Mejora de la Educación.]

Mid-Term Evaluation Study of Active Citizens Programme results

Study on Cybersecurity Education in Portugal

Study on Higher Education and Vocational Education in the Field of Cybersecurity in Portugal, in the scope of the Cybersecurity Observatory

Drawing social justice indicators: inputs from schools’ self-evaluation and resilience approaches of TEIP schools located in Portuguese border regions

DOI: 10.54499/2020.04271.CEECIND/CP1618/CT0003
Reference: 2020.04271.CEECIND/CP1618/CT0003

Observatório Desporto, Educação e Comunidades [Observatory of Sport, Education and Communities]

The Sport, Education and Communities Observatory (ODEC) is a knowledge network that articulates contributions from different social and human sciences, and is a space for experimentation and development of ideas and projects related to sport in society, as well as the systematization, production and dissemination of scientific knowledge developed in this field.

GROW.UP: Grow Up in Border Regions in Portugal: Young People, Educational Pathways and Agendas [GROW.UP - Crescer em Regiões de Fronteira em Portugal: jovens, percurso educativos e agendas]

Regional development of peripheral regions is a persistent challenge. Border regions in Portugal, often overlapping with rural and remote areas, suffer from a spatial differentiation. These are places with structural inequalities together with a perception gap on regions prospects and resources. Accordingly to the Agency for Development and Cohesion, Portugal has territorial asymmetries and potentialities with impact in individual, institutions and regions development, with challenges for multilevel governance. Unequal access to local services and opportunities among vulnerable groups and a combination of exclusion and poverty are concentrated in specific territories with low access to educational opportunities or qualified jobs.

Young people growing up in those regions are particularly affected by this situation in their trajectories and future plans. Do young people consider border regions as spaces to leave? An exploratory case study in a Portuguese border region indicated that young people express apprehension when imagine leaving their regions, reveling a positive connectedness with their homeland identifying, however, constrains.

GROW:UP proposes to investigate in border regions contexts the mutually influential relations between individual, contextual/institutional and systemic factors in young people biographies, and to analyse how communities are proactively counteracting inequalities, fostering young people engagement in positive pathways.

This project aims to investigate communities promising approaches to support young people pathways, preventing risk factors, such as school disengagement, lack of participation or life prospects.

GROW.UP will analyze European and national policies and its territorial articulation with programs and practices at local level, understanding the stability and strengths of initiatives to support young people and identifying potentialindicators and key competences of resilient communities.

GROW.UP is engaged in a comprehensive approach and will bring together theoretical contributions from Sociology of Education, Youth Studies, Border Studies and Network Analysis. It will use a methodology that combines policy analysis and local experts interviews to understand levels of integration of formal policies into local programmes; a survey to understand the key role of sense of belonging, resilience and engagement in young people biographies; case studies (i) to develop and in depth understanding on processes and dynamics influencing young people pathways design, (ii) to analyse how communities are proactively addressing challenges affecting young people in border regions, either encouraging young people positive pathways or equipping them to amplify opportunities. A mobile app, an auditing programme and youth agendas are participatory-based activities, empirically supported, aiming to promote capacity building of young people and communities.

Democracy in schools as the foundation of an education for Social Justice [La Democracia en las Escuelas como Fundamento de una Educación para la Justicia Social]

All search for Social Justice must be, a the same time, an effort of democratization (Fraser, 2008). Building an Education for Social Justice requires, therefore, to jointly address democracy in schools and the teaching of democracy. In this way, this proposal is based on the sustained work of research, development, transfer and training on the Social Justice Research Group Educational Change for Social Justice (GICE) of the Autonomous University of Madrid, which in this case, gives a step forward by focusing on democracy in schools. It receives strong support from the Institute of Human Rights, Democracy and Peace Culture (DEMOSPAZ) of the Autonomous University of Madrid, and from the School Network “Hermanadas por la Justicia Social”. An international investigation is planned with six research groups from three European and Latin American countries.

This workstream is harmonised and gathers the last worldwide advances requesting a democratisation in the school and society. The objectives of this research are three:
- Understand the conceptions of educational agents about democracy and its exercise in the context of the school.
- Understand the meanings and political meanings that underlie the school’s democratic culture.
- Deepen the knowledge and development of democracy for an education in and from the Social Justice from a process of action-research with a network of schools committed to social Justice.

To achieve this, the development of three complementary studies is proposed:

1. Phenomenographic Study. In order to know the conceptions, we have opted for a study of phenomenological focus in which the participants will be 270 teachers, 60 managers and 270 students from 6 countries and of different educational level, context and ownership of the center.
2. Ethnographic study complemented with Social Networks Analysis. At least 9 schools in 6 countries will be studied, in which the management team, professors, students, administration and service personnel and families participate, and that allow understanding the political meanings and meanings of the school community in relation to democracy. These studies will be reinforced with the Analysis of Social Networks in each of the centers as a complementary research strategy that makes it possible to know the construction of power from interpersonal relationships.
3. Research-action with a network of 7 already formed centers that is characterized by working for Education for Social Justice. It seeks to transform and generate knowledge about education in and from democracy through a Project Based Learning approach.

The research has been designed to optimize its impact and internationalization, in this way, in addition to collaborating with Institute DEMOSPAZ and with the School Network ” Hermanadas por la Justicia Social”, having the participation of 6 teams from as many other countries and with the support of RILME, a complete dissemination plan aimed at administrators, researchers, teacher educators, teachers and society in general. Includes the publication of 24 articles in national and international impact journals, a book for teachers, dissemination articles, reports for administrations, design of a website and use of social networks, organization of an international outreach event, actions for dissemination international and preparation of a European project.

The relevance of self-evaluation processes in primary and secondary schools [A relevância dos processos de autoavaliação das escolas básicas e secundárias]

Project financed by the Joint Committee between the FCT and the Slovak Research and Development Agency (in Portugal Procº 441.00 and in Slovakia SK-PT-2015-NEWPROJECT-6457).

TEIP and Schools External Evaluation: The Place of Social Justice in Policies that Promote School Success and Educational Improvement [TEIP e Avaliação Externa de Escolas: O Lugar da Justiça Social nas Políticas de Promoção do Sucesso Escolar e da Melhoria Educacional]

Impacts and Effects of Schools’ External Evaluation in Non-Higher Education [Impactos e Efeitos da Avaliação Externa de Escolas do ensino não superior]

Pedagogical Work Methods and Professional Development Teaching in Higher Education [Modos de Trabalho Pedagógico e Desenvolvimento Profissional Docente no Ensino Superior Universitário]

Member of CIIE - Centro de Investigação e Intervenção Educativas (Centre for Educational Research and Intervention), as part of the thematic area 2 "Training Knowledge and Contexts of Work and Education" and, subsequently, the KIDE - Knowledge, Innovation and Diversity in Education" group.