Lista de Projetos

Population growth, increased prosperity and rapid urbanization are bringing global demand for natural resources to a point increasingly beyond the Earth’s carrying capacity. Together with climate change, those pressures are causing significant environmental degradation in many parts of the planet. Latin America is particularly vulnerable. The United Nations Sustainable Development Goals (SDGs) constitute urgent calls and drivers for higher education to be part of future generations of engaged citizens aware of their role in creating fair and healthy societies. The Change the Climate project addresses three main needs: environmental management at all levels of higher education activities, integration of environmental management with sustainability strategies and institutional quality management, and customized strategies for sustainability in education. The project’s main goal is to increase Latin-American University’s contribution to Sustainable Development, through the implementation of environmental systematic practices and quality processes in alignment with the UN SDGs, improving the management and operations of higher education institutions.  The project will deliver tools and guides for environmental impact analysis and SDGs mapping in campus operations and educational activities. An environmental management system will be implemented in each partner university decreasing their environmental impact; sustainability awareness will be assessed thoughout the academic communities; strategies for sustainability in higher education will be developed for curricula improvement; and a common open online course on sustainability will be created in English, Spanish and Portuguese. The project’s impact will reach stakeholders beyond the project partnership at local, regional and national levels contributing to behavioural change for sustainable futures.

The project aims at promoting in a strategic way social transformation through sport in the Mediterranean region, by focusing on sport as a vehicle for promoting work capacities and employment/entrpreneurship. This objective goes in line with the main priorities of EU policies, not only in the frame of sport, but also in integration, immigration, development, security and international cooperation. In this sense Sport in this project is not and end but a “mean” (a tool) for addressing the social and economic problem of low employment, and hence massive migration processes, insecurity and terrorism threats. The key need addressed by this project is the high unemployment rate in the Mediterranean Basin (both North and South Coasts), which can be efficiently addressed only through a long term oriented strategy aimed at strengthening the labour force capacity, including entrepreneurship. A second key need which the project addresses is the growing need of “empowering sport” as a tool for social impact-change, i.e. empowering sport as a means and no longer considering it only as a scope in itself. A third key need is promoting a cooperative and trustful environment between South Coast and North Coast in the Mediterranean Basin. The planned event in Egypt has the potential to become a little mile-stone in the cooperation dynamics. The high reputation of the Consortium including United Nations ILO ensures a high-impact perspective to the  initiative.

  Em março de 2020, considerando os alertas da Organização Mundial de Saúde e perante o real agravamento dos riscos da pandemia Covid-19 para a saúde pública, o governo português determinou o encerramento do espaço físico das escolas de todo o país. Estabelecido o ensino remoto de emergência, os desafios que até então existiam na avaliação das aprendizagens tornaram-se desafios ainda mais complexos. Por isso mesmo, todo este período de confinamento provocou, não só em Portugal como um pouco por todo o mundo, uma forçada reflexão sobre os propósitos, práticas e uso da avaliação das aprendizagens. Para estudar e conhecer alguns impactos desta pandemia no domínio da avaliação educacional em Portugal, com este projeto de investigação, procura-se compreender o enquadramento legal que sustentou a realização da avaliação das aprendizagens durante a pandemia, bem como as suas implicações nos resultados e percursos escolares dos alunos, na adaptação e no volume de trabalho percecionado pelos professores, na relação estabelecida entre a avaliação interna e externa das aprendizagens, e nas políticas e práticas de avaliação atuais.  Orientação: Susana da Cruz Martins (CIES-Iscte)  

Projecto internacional (envolvendo 5 países: Estónia, Portugal, Finlândia , Polónia, e Itália), “Be Competent in Entrepreneurship: Knowledge Alliances for Developing Entrepreneurship Competencies for the Benefit of Higher Education and Business(BeComE)” (612582-EPP-1-2019-1-EE-EPPKA2-KA), no âmbito da Call Erasmus+, KA - Knowledge Alliances, 2019 - EAC-A03-2018 - Cooperation for innovation and the exchange of good practices, financiado pela Comissão Europeia e coordenado porUrve Venesaar (Tallinn University of Technology, Estónia).

A pesquisa desenvolvida no CRIA organiza-se em torno de grupos de investigação que compõem o núcleo científico do centro e reúnem investigadores dos diferentes polos institucionais. Estes grupos formaram-se a partir de quatro campos específicos de pesquisa da equipa do CRIA: (1) Circulação e Produção de Lugares, (2) Desafios Ambientais, Sustentabilidade e Etnografia, (3) Governação, Políticas e Quotidiano, e (4) Práticas e Políticas da Cultura. Complementarmente, as linhas temáticas e os núcleos de trabalho agregam investigadores dos vários grupos de investigação em torno de temas e contextos específicos de pesquisa como são a (1) Antropologia da Saúde, (2) a Antropologia Visual e da Arte, (3) os Estudos em Contextos Árabes e Islâmicos, (4) a Antropologia da Religião, (5) os Recursos Informais, Estado e Capital Social e (6) Círculo de Estudos Sul Asiáticos.