ARECA is an interdisciplinary, collaborative project focused on the relationship between contemporary artistic practices and learning practices. It fosters artistic work as a pedagogical practice in public schools, highlighting the contexts, methodologies and tools used by artists. Its central aim is to empower artists to design, implement and evaluate artistic projects in school contexts, adopting collaborative approaches with the education, cultural, social and research sectors. Its specific objectives are to formalise an arts education pedagogical model, through a participatory process of experimentation and systematisation of learning; to facilitate transnational exchange,networking and training of artists, fostering new perspectives and tools and the democratisation of knowledge; to scientifically support the work. Simultaneously, ARECA contributes to training youngsters to become active citizens, acting and thinking critically. The starting point is Cláudia Dias’ work, Seven Years Seven Plays, in the context of which she and guest artists have been creating choreographic works on subjects such as Europe, the Israeli-Palestinian conflict, nuclear danger, language as a tool for female emancipation, or climate issues. The thematic contents of these creations will be the material to work with students. ARECA (2024-25) will take place in Portugal,Spain and France, involving 9 artists as direct beneficiaries, 24 teachers and 150 students as indirect beneficiaries. The artistic-pedagogical experience will be monitored and systematised by ISCTE-IUL, contributing to the methodological deepening, collaborative approach and capacity building of the partnership. ARECA will also be researched by Iscte-IUL as a case study on the relation between the trajectories of artists, learning processes and the development of social practice art. One handbook, 2 scientific articles and 5 performances created by students will be the core outputs to share and disseminate ARECA’ result...

Trata-se de um estudo interdisciplinar que envolve pesquisadores/as de universidades das cinco regiões do Brasil (USP, Unirio, UFPR, UFGD, UFPB, UFAC) e de um centro de pesquisa em Portugal (CIES-Iscte). O objetivo principal é compreender a formação dos comportamentos políticos de jovens trabalhadores/as, pertencentes a uma geração que se beneficiou da ampliação do acesso à educação formal no Brasil, mas cujas trajetórias de trabalho são marcadas por diferentes níveis precarização (desemprego, trabalho informal, baixos salários, contratos temporários, condições adversas de trabalho, etc.). Nesse sentido, pretende-se constituir um estudo de caráter nacional, baseado em uma análise que articule casos regionais e o caso de brasileiros/as imigrantes em Portugal, que visa analisar como a frustração das expectativas em termos de ascensão social fomentadas pela ampliação do acesso à educação escolar (e aos diplomas por ela expedidos) podem (ou não) influir os comportamentos políticos, entendidos aqui como (i) opiniões sobre temas relacionados à política; (ii) comportamentos eleitorais; (iii) adesão aos valores e práticas democráticas.  Essa pesquisa, em função do seu problema, abordagem teórica e objetivos, será constituída a partir da coleta e da análise de dados qualitativos e quantitativos. Com abordagem extensiva, a primeira parte prevê a realização de um survey com amostra (de tipo não-probabilístico, por cluster) de casos selecionados para a aplicação de questionários online, cujos resultados serão analisados por meio da Análise de Correspondência Múltipla (ACM). Na segunda parte, de natureza intensiva, serão realizadas entrevistas considerando-se a diversidade de tendências de comportamentos políticos apontada pela etapa anterior da pesquisa, que abordarão as características e sentidos das trajetórias individuais e familiares; estratégias e investimentos em escolarização e para inserção no mercado de trabalho e posicionamento sobre temas relacionados à política.  ...

The life course perspective combines a rigorous, critical and systematic yet flexible theoretical approach to core sociological issues with methodological and epistemological eclectic nature and potential. Aiming to build bridges between past and future Life Course Research, this project tackles one appraised but underexplored principle, the "linked lives" principle, based on which "each generation is bound to fateful decisions and events in the other's life course". This will allow us to tackle family as a microcosms of inequalities, and as an observatory of interdependency and cross-effects of life events. Using a multi-dimensional logic, this project will ask different but interconnected questions concerning the interdependency of life events across an individual's life (including various spheres of life) and within the family (as a whole individually through some of its members), by developing different methodologies. A quantitative approach, based on the EU-SILC both multilevel and longitudinal data, aims to tackle cross-effects between family, work and wellbeing, both at an European and at the National Portuguese level. This European, macro and comparative level analysis, also provides relevant information about the specificity, or lack thereof, of the Portuguese case, which is useful for the subsequent and at a certain points overlapped qualitative components of the research. A qualitative approach, using primary sources of data (80 to 100 interviewees), intends to put the flesh onto the bones of the understanding of the linkages between certain life events in one or more life courses, by accessing the subjectivities and intentionality of the actions, and also the effects experienced. Biographical interviews will be carried out with life calendars and family trees, which will be subject to content analysis and holistic form analysis. Quantitative longitudinal analysis will also be used for life calendar information. This will be done at both individual and fa...