Lista de Projetos

Over the last decades, social and emotional learning (SEL) has been increasingly acknowledged to impact on competency areas such as self-awareness, self-management, social awareness, relationships skills, and responsible decision-making. Mindfulness training is a multimodal intervention informed by the principles of positive psychology, with a central focus on skills that enable more effective coping and stress reduction. The application of mindfulness-based practices (MBP) has been strengthened by the results of evaluation studies that typically report on the positive effectiveness of MBP in terms of SEL. In parallel, research results show that exposure to natural environments arouses positive emotions and stress recovery, and improves compliance to mindfulness training, making it more effective. As such, the role of nature in the workplace is receiving increased attention, and existing theory and research suggest that nature contact can be considered as a workplace strategy for reducing stress, while at the same time enhancing performance and overall well-being. Therefore, Mindfulness-in Nature-based practices (MiNBP) joins together the healing effect of nature and the distressful effect of MBP, with greater benefits. It is therefore essential for company’s managers to understand how MiNBP has the potential to benefit their staff towards a systematic approach to SEL, in particular when considering the perspective of the five-competency-area framework. 

Project partners are gathered in Southern Coalition, an initiative targeting at strengthening the arts and culture in Southern European countries, especially focusing on participatory approaches and capacity-building. It gathers 14 organizations from 10 countries: all to some extent identifying with a loosely defined ‘Southern Europe’, all committed to foster local community engagement in the arts and all devoted to overcoming the obstacles in their specific contexts by increasing mutual cooperation. It is mainly a cultural concept instead of a geographical one, where “South” is broadly understood. It refers particularly to those affected by the political and economic crisis, interested in collaborative strategies based on a set of common values and needs that derive specifically from working in the peripheries. Although in different ways, all the countries involved in the project share common challenges: • unstable cultural policy contexts; • vulnerable ecosystems, in which arts organizations cope with less funding, face bureaucratic obstacles and are generally severely under-resourced for the work they carry out; • widespread need for professional training in the sector and capacity-building schemes that enhance the sustainability of the sector; • a lack of knowledge of audiences needs results in low audience numbers; • shrinking of funds for artistic production, replaced by instrumental funding for social programs: • a sense of being ‘peripheral’, with distinct implications in different cases: because the country is a small economy, because of their geo-political situation or because they work in rural areas or in territories marked by strong inequalities. Southern Coalition has identified 3 main areas of action to be tackled in the project Stronger Peripheries: collaborative strategies, capacity-building and cultural policies. Its priorities are supporting training, audience development, and inclusive cultural policies in the periphery.

Este estudo pretende compreender de forma aprofundada a realidade escolar, académica e profissional experienciada por jovens brasileiros, ucranianos e chineses a viver em um dos três dos munícipios onde as comunidades imigrantes em Portugal estão mais representadas: Lisboa, Sintra e Odivelas. Esta abordagem permitirá comparar e entender como as biografias de vida destes jovens são configuradas segundo a sua origem nacional, género, e classe social. Pretende-se ainda analisar as políticas públicas e as acções e práticas desenvolvidas na integração destes jovens em Portugal. A metodologia inclui dados estatísticos secundários e entrevistas qualitativas, de modo a entender as dinâmicas de integração social experienciadas por estes jovens, e as diferenças dessas mesmas experiências segundo contextos sociais e culturais distintos. Equipa: Sofia Gaspar (Coord.), Madalena Ramos, Teresa Seabra, Ana Raquel Matias, Renata Carone e Yuotong Guo. Consultores: Simeng Wang, José Carlos Marques, Juliana Iorio.

O Projeto eTwinning deverá centrar-se ao nível:(i)da  motivação  de  alunos  e  professores,  ao  participarem  em  projetos europeus/nacionais colaborativos;(ii)dos resultados escolares obtidos pelos alunos; (iii)do desenvolvimento de competências;(iv) da compreensão dos processos de alargamento das metodologias/práticas pedagógicas   associadas   ao   envolvimento   dos   docentes   em   projetos eTwinning, a outros docentes nas suas comunidades.3.Aspetos Metodológicos:(i)acesso   de   investigadores   designados   pelo   segundo   outorgante   à plataforma   etwinning,   com   um   perfil   de   professor,   para   poderem compreender  o  funcionamento  da  mesma,  sendo  os  registos  e  acessos eliminados após a conclusão do estudo;(ii)realização de entrevistas aos embaixadores do projeto (n=11);(iii)realização  de  4  (quatro)  estudos  de  caso  (aplicação  de  questionários, realização  de  entrevistas  aos  atores  envolvidos: professores,  alunos, encarregados de educação -e análise documental);(iv)produção   de   documentos   de   divulgação   em   formato   infográfico, associados aos relatórios;(v)redação de relatórios de avaliação (um intermédio e outro final);(vi)produção de   documentos fundados em investigação empírica e conhecimento científico(vii)avaliação do impacto e produção de relatórios correspondentes.