Socio-sportive experience and informal education of children and young people: Contributions to the citizenship of new generations

This presentation addresses the importance of socio-sports experiences, understood as an informal process of education in the construction of participatory citizenship of socially vulnerable children and young people. The study took place within the community of practices of a neighborhood, in Lisbon-Portugal. In fact, socio-sportive intervention can be configured as a space-time promoter of a multidimensional and empowerment vision of sustainable development of urban communities. It was through an on-site ethnographic observation study of the children's and youth experience in four informal sports activities - street football, capoeira, hip hop dance and the social circus - socially mediated by local community projects, that it was possible to identify collaborative practice models of collective construction of an integrative approach of informal education and sustainable social development, such as proximity social mediation, peer mentoring, popular education and collaborative action research. Informal models of education based on human rights, social justice and personal and social development, based on an ecosystem vision paradigm of urban development, through the expression of the children and youth trajectories and voices of the various community agents who collaborated in the course of research. The techniques used were participant observation, semi-directive and biographical interviews for tracing life trajectories and youth identities, life stories and also open interviews with project leaders. The premisse was that through sports it is possible to lead children and youth to educational attainment. The results let us perceive that, because it presupposes a setting of personal goals and the tentative to achieve them it implies persistence and continued work. Transferring these skills to the scholar domain, showed that their development in this area entails greater effectiveness in studying, making predict success in the future. It also implies the development of social relationship and teamwork skills. Combining informal education and sports is a rigorous, methodical, and holistic process, that takes the individual as a whole and as a multifaceted and complex being. The development of these competencies through informal educational methodologies assertively contributes, as was possible to see throughout this study, to the social inclusion to be done in a more sustained and consistent way.info:eu-repo/semantics/acceptedVersio

Responses to COVID-19 social and economic impacts: A comparative analysis in Southern european countries

The COVID-19 pandemic globally affected European societies. This new crisis arrived after a period of gradual recovery from the 2008 financial crisis that had jeopardized the achievement of Europe Strategy 2020 (ES2020) targets. The need to recover for the Southern European countries, which had austerity programs during the financial crisis, is crucial to ensure a continuum of economic and social development. This study aims to analyze the impact of the two last international crises on the accomplishment of ES2020 goals and how the ‘NextGenerationEU’ program presents a mechanism to recover from the pandemic’s socioeconomic impacts. We analyzed secondary statistical data from Eurostat and official European documents. Additionally, we carried out a systematic analysis of 162 measures of the recovery and resilience plan from Southern European countries (Greece, Spain, Italy, and Portugal). The results showed that ES2020 targets were at risk, particularly in the field of employment, combating poverty, and social exclusion. Currently, there is strong European investment in response to the socioeconomic impacts of the pandemic, with all countries defining measures adjusted to protect the most vulnerable groups. However, the implications of these responses require a political commitment for them to effectively contribute to sustainable recovery and development.info:eu-repo/semantics/publishedVersio

Lo digital en la intervención con familias: un caso práctico

This article discusses the responses developed in Portugal during the state of emergency by a family empowerment and intervention team and how this team actively integrated contingency plans and challenges through information and communication technology (ICT). We also explain what was learned during this period and what could have been done better. The family empowerment intervention teams of this organization are specialized multidisciplinary teams that act from a perspective to teach parenting skills to families to ensure that the rights of their children and adolescents are guaranteed. These teams’ interventions normally take place in the home environment. However, the state of emergency meant that this procedure had to be adapted by incorporating digital practices, while home visits and consultations were carried out only in emergencies and other duly justified situations. The result of this experience was extremely positive in terms of the relationships established with the families and couples, the skills developed, and the resilience shown by all.info:eu-repo/semantics/publishedVersio

Transversal competencies for employability: From higher education to the labour market

Aligning learning goals with the needs of the labour market is a difficult task for universities, especially in the present day. Although organisations seek professionals with flexible and varied skills, universities often underestimate the importance of cross-curricular skills. Thus, this article aims to identify the perception of recent graduates as to the importance of the transversal skills that they acquired and developed at university and the ways in which they are now applied in the work environment. In this exploratory study, we sent a questionnaire to recent graduates that allowed us to analyse the development and applicability of these competencies in organisations. The results are further discussed within the broader framework of how universities adapt to the strong socio-economic challenges that characterise current times and the integration of recent graduates into the labour market.info:eu-repo/semantics/publishedVersio

Looking at b-learning and online experience in higher education during COVID-19

COVID-19 caused changes in teaching practices at various levels of education, namely in higher education. This study aims to present an analysis of an experience with higher education students in a b-learning pedagogical model, before and during the current pandemic and in different moments of the confinement measures. The curricular unit analyzed started with a blended-learning approach since 2018, considering the importance of innovative pedagogical models in student learning and became an essential resource during the pandemic period. This case study was composed of a sample of 269 students from a Portuguese public University who attended the curricular unit Methods and Study Techniques, as optional, in their 1st year of degree, between February 2018 and March 2021.The data were processed using SPSS v.27, seeking to analyze different moments, according to the different confinement measures decreed by the Portuguese Government. Participants are aged between 17 and 64 years old, 62.5% female and 24.5% worker-students. It was found that regardless of the context of confinement, students showed positive satisfaction with the online course, with its contents, with the platform and with the b-learning pedagogical method, especially during total confinement when classes were in distance learning. The most valued aspects in this modality were the flexibility of teaching the curricular unit and time management. The acquired tools were highly valued by the students, first for the adaptability that gave them, but mainly to face the distance learning challenge in their 1st year of degree, giving them planning and organizing skills for autonomous work. Most students did not point out a disadvantage in this modality, although they expressed the importance of face-to-face classes that were suspended in the context of a pandemic.info:eu-repo/semantics/acceptedVersio

Introduction to sustainability as a transversal competence in higher education

Sustainability in higher education institutions is little discussed, but there is a large amount of literature that mentions its importance for the awareness of all those who frequent their spaces, whether they are teachers, employees, or students. The understanding, by the human being, of the complex nature of the environment and the perception of the interdependence of the environmental elements in space and time is crucial and, for this reason, the education in this area must be accessible to all and at all levels of education, not matter what subject area. Since 2019, in the Soft Skills Lab of a public university was created a curricular unit called - Introduction to Sustainability, with the aim that students and everyone involved with the environment in a higher education institution can be fully aware of what it means to develop sustainability actions, both in the environment and in the very contents of the various courses developed in the institution they are a part of. This exploratory study aims to disseminate this experience with the 1st cycle students and also with workshops made with the employees as a practice that can be replicate in other institutions. The evaluation was made through the process of pedagogical monitoring students make every semester and in the case of the employees through a evaluation survey. It was very motivating to see the commitment that both students and employees have started to show in their daily behavior and even the creative suggestions for their participation in this matter.info:eu-repo/semantics/acceptedVersio

Social and ecological sustainability in social work training

Social ecology appears as overcoming the functional inconsistencies of the current development model, introducing a new perspective of eco-systemic balance among species and between humans and nature, as well as society systems. This is a theme directly related to Social Work that seeks to ensure social well-being, intervening in multiple dimensions of human, social and sustainable development. This presentation aims to analyse the perception of social work master students about social ecology and the importance of social and ecological sustainability on social work training. We followed a collaborative learning methodology with a group of Erasmus Social Work master's students from various Universities (Portugal, Finland, Slovakia, Spain and Lithuania). Based on a questionnaire given to each student before the group discussion, we assessed the participants' knowledge on this topic. From here we proceeded to a debate activity that allowed systematizing contributions to Social Work, as well as discussing the importance of promoting more sustainable societies and practices. The results showed that many students had limited knowledge about ecological and social sustainability, recognizing that this was a relevant topic for Social Work training. Among the aspects that the group highlighted as essential in the training were: the importance of promoting a more inclusive planet, combating social inequalities and to ensure environment as fundamental right; and the importance of promoting sustainable actions that preserve the environment and respond to climate changes. Additionally, the participants considered that social and ecological sustainability should be part of the Social Work training programme, considering present and future social intervention.info:eu-repo/semantics/acceptedVersio

Is this blended-learning, or another thing?

Today there are many forms of online use to support training, education and information dissemination. There's been a lot of confusion about the concept of online learning and we may not be able to get a definitive definition of it but hopefully, we can clarify concepts and the objective of this presentation is to be able to have a satisfying definition to understand the way our institution uses online content for our undergraduate students. Online learning in higher education is often pointed out as a good alternative, in the planning and organization of teaching/learning activities. Although there is resistance to its adherence by older or traditionalist teachers, because they do not master the tools and pedagogical innovation with digital technologies and also some resistance to the format, as it seconds the role of the teacher, shifting the axis of learning towards the student. Our University uses currently a platform for online learning, where there are small online courses that are additinally for some of the mandatory or optative curricular courses for the first year of the Undergraduate Programme. The structure of the online courses is normally of videos in varying number, followed by quizzes to assess the knowledge retained by the viewer of the video. It requires a minimum percentage of result to proceed to the next video. This model for training and education gives both the student and the teacher the opportunity of enrichment if, on the one hand, the student creates some autonomy, on the other hand, does not lose contact with teacher presence.info:eu-repo/semantics/acceptedVersio

21st century skills and digital skills, are one and the same thing?

The preparation of students of new generations for the labour market and for new social contexts currently requires higher education (ES) to reflect and reorganize its learning and training offer. In this sense, higher education institutions (HEIs) need to pursue a set of challenges, which include identifying and understanding the characteristics and needs of new students generations. Over the last decade's reference models on transversal competences (soft skills) have been established, classifying them on several nomenclatures as instrumental, interpersonal and systemic, but not always considering the temporal, and social, economic context of these same references. With the aim of designing an adequate formative offer, we have developed a study based on the systematization of the literature on the extent of reference models, categorization and terminology of references, regarding competences skills and aptitudes, and reflect, if in some cases, we are talking about equal, different or complementary competences, in one single one. An asymmetry still seems evident between the needs for skills of a digitalized society and the development by HEIs of an educational offer convergent with these same needs, not only at the professional level but also of behavioural, emotional, social, cultural capacities. Moreover, unlike digital skills, 21st-century skills are not necessarily underpinned by digital technologies. If two decades ago the categorization terminology was limited to instrumental, interpersonal and systemic skills, the research in this area develops more detailed frameworks that do not separate 21st-century skills from digital skills, structuring this large set into foundation or fundamental, social and emotional skills to learn, create and innovate, emancipatory and humanistic and artistic skills. In addition, the discussion focuses on the ability of students to acquire and develop these new skills in an academic and professional context, leaving aside the ability of teachers to conduct and integrate those skills in a transversal and transdisciplinary in teaching and learning approaches.info:eu-repo/semantics/acceptedVersio

Racial and ethnic discrimination in Portugal in times of pandemic crisis

During the last two years, the pandemic has dominated the public attention and debate around the world, centering on socio-economic aspects and having camouflaged other social, cultural and even environmental issues. This study sought to analyze ethno-racial discrimination processes, identifying significant events in Portugal during the period of the current global crisis. We utilized document analysis of national and international reports produced in the last five years, complementing with secondary statistical data and the analysis of online news and users’ comments published in national media during the last two years. The results show that, although there has been a development in Portuguese legislation and in anti-discrimination measures, there has been an increase in racist and xenophobic phenomena in Portugal. Citizens’ perceptions, indicators and reports from official bodies show evidence of discriminatory behavior. Additionally, within this framework, we see a greater political presence of extreme right-wing movements, as well as an increase in hate speech in online news comments. Thus, although there is an awareness of the seriousness of these phenomena, there is an urgent need for actions against racial and ethnic intolerance and greater effective measures for ideological crimes.info:eu-repo/semantics/publishedVersio