Ciências da Educação / Educational Sciences
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Percorrer Ciências da Educação / Educational Sciences por autor "Abrantes, Pedro"
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- Aesthetic and embodied learning in Portuguese higher and adult educationPublication . Oliveira, Juliana Gazzinelli de; Almeida, Ana Patrícia; Abelha, Marta; Abrantes, Pedro; Neves, Claudia; Society for Research into Higher Education
- AquiMeEncontro e confundo com gente de todo o mundo. Relatório qualitativoPublication . Mouraz, Ana; Almeida, Ana Patrícia; Nobre, Ana; Caetano, Anabela Santos; Bäckström, Bárbara; Nunes, Catarina S.; Seabra, Filipa; Sousa, Lúcio; Pinto, Maribel; Abelha, Marta; Magano, Olga; Abrantes, Pedro; Matos, Ana Beatriz; Borges, Irina; Neves, Claudia; Mouraz, Ana; Borges, IrinaO relatório dá conta da análise qualitativa de um estudo que versou as práticas de integração de estudantes imigrantes que as Escolas públicas portuguesas foram capazes de pôr em prática. Pretende ainda contribuir para o conhecimento e o reforço dos instrumentos orientados para o acolhimento e a integração de migrantes e refugiados, operacionalizados através de iniciativas no âmbito da formação e educação.
- AquiMeEncontro e confundo com gente de todo o Mundo. Relatório quantitativoPublication . Mouraz, Ana; Almeida, Ana Patrícia; Nobre, Ana; Caetano, Anabela Santos; Bäckström, Bárbara; Nunes, Catarina S.; Neves, Claudia; Seabra, Filipa; Sousa, Lúcio; Pinto, Maribel; Abelha, Marta; Magano, Olga; Abrantes, Pedro; Matos, Ana Beatriz; Borges, Irina; Gomes, Ntebatsa; Neves, Ana Filipa; Mouraz, AnaO relatório dá conta de dois estudos que contribuem para a análise das medidas políticas de integração de estudantes internacionais no sistema educativo português, vista a partir das práticas de integração que as Escolas públicas portuguesas foram capazes de pôr em prática. Pretende ainda contribuir para o conhecimento e o reforço dos instrumentos orientados para o acolhimento e a int egração de migrantes e refugiados, operacionalizados através de iniciativas no âmbito da formação e educação
- AquiMeEncontro: estudos de casoPublication . Mouraz, Ana; Almeida, Ana Patrícia; Nobre, Ana; Caetano, Anabela Santos; Bäckström, Bárbara; Nunes, Catarina S.; Neves, Claudia; Seabra, Filipa; Sousa, Lúcio; Pinto, Maribel; Abelha, Marta; Magano, Olga; Abrantes, Pedro; Matos, Ana Beatriz; Borges, Irina; Gomes, Ntebatsa; Neves, Ana Filipa; Martins, HelenaO projeto Aqui me Encontro e Confundo com Gente de Todo o Mundo que a Todo o Mundo Pertence (AquiMeEncontro), apresentado ao programa Science4Policy 2023, resultou de dois motivos fundamentais: contribuir para fundamentar as políticas públicas em práticas felizes de inclusão de imigrantes, já em desenvolvimento em Escolas Portuguesas e agregar, nesse labor, um conjunto de investigadores da Universidade Aberta que têm desenvolvido alguma investigação que podia cruzar-se com o tema publicitado pelo referido concurso. Fazia-se, dessa forma, jus às duas tendências de produção de políticas públicas que têm sido periodicamente referidas como mais inovadoras (Buzogany & Pülzl, 2024): fazia-se um movimento de bottom up, partindo do que acontece no terreno, ainda que em nichos contidos de inovação, e cruzavam-se saberes e abordagens teóricas múltiplas, que resultavam dos percursos investigativos dos diferentes membros da equipa. Na tarefa de cumprir esse reconto da diversidade de como as escolas abordam e incluem os seus alunos internacionais, foi planeado realizar alguns estudos de caso focados nas ofertas educativas ou nos projetos de inclusão que algumas escolas têm organizado e dinamizado. Este e-book apresenta esses estudos e conta as histórias dos coletivos institucionais ou informais que lhes deram existência.
- Connecting with democracy: a pedagogical framework for education for democracyPublication . Jääskeläinen, Pauliina; Lantela, Pilvikki; Meriläinen, Susan; Vola, Joonas; Wallenius-Korkalo, Sandra; Aladrović Slovaček, Katarina; Pažur, Monika; Dilara Cazgir, Kardelen; Clara Pinzger, Veronika; Spahn, Lea; Maria Weber, Susanne; Dumins, Uldis; Oganisjana, Karine; Abelha, Marta; Almeida, Ana Patrícia; Abrantes, Pedro; Neves, Claudia; Oliveira, Juliana Gazzinelli de; Barber, Jo; Culshaw, Suzanne; Dickerson, Claire; Mpamhanga, Karen; Mulberry, Philippa; Toseland, Marie; Woods, Philip
- Data analysis reports. Deliverable 4.4Publication . Pažur, Monika; Slovaček, Katarina Aladrović; Domović, Vlatka; Drvodelić, Maja; Jurinović, Maša Rimac; Jääskeläinen, Pauliina; Wallenius-Korkalo, Sandra; Meriläinen, Susan; Cazgir, Kardelen Dilara; Pinzger, Vero; Weber, Susanne Maria; Spahn, Lea; Oganisjana, Karine; Oliveira, Juliana Gazzinelli de; Almeida, Ana Patrícia; Abelha, Marta; Abrantes, Pedro; Neves, ClaudiaThis deliverable contains the completed case studies of the 19 cases outlined in the AECED project proposal. These case research reports were handed in separately for each case study by each country. Case study reports include the following sections: 1) Case Description: a descriptive overview of participants, location, purpose - relevance to democracy-as-becoming, research activities and methods, researchers, and timeframe. 2) Brief Explanation of the Data Analysis: a concise ground before presenting research findings, including data types and sources, research methodologies and methods, and theoretical background. 3) Research Findings: the key outcomes and findings related to the AECED Project common research questions (RQ1-4). 4) Limitations: reflection on research methods and methodological limitations. 5) Relevance of context: reflection on how context-specific factors influenced the findings, and how contextual elements shaped participants' engagement and interpretation of the Framework and Guides. 6) Learnings for the Pedagogical Framework and Guides: evidence-based outcomes and key findings for improving the Pedagogical Framework and Guides with reflection on three dimensions of transformation, referencing the AECED Project methodological framework. 7) Ethical reflection and Gender dimension: reflection on the ethics and gender dimension in research and data analysis. The references for each country's case research are compiled into a single reference list at the end of the country reports.
- Decision making in virtual classrooms: a case for organisational democracy in teacher education for democracyPublication . Neves, Claudia; Almeida, Ana Patrícia; Abelha, Marta; Abrantes, Pedro; Oliveira, Juliana Gazzinelli deOrganizational democracy in education emphasizes participatory decision-making processes, involving teachers, students, and other stakeholders in shaping educational policies and practices. In teacher education, organizational democracy involves decision-making that empower them to contribute to the design and improvement of educational programs. This concept underscores the importance of cocreating with teachers to foster democratic values and equip them with the knowledge, skills, and attitudes necessary to promote democratic principles within students and learning community. This approach fits into the ongoing discussion about education and the common good, questioning how education itself can be understood as “common” and as a promoter of common goods (Bollier, 2018; Velicu & Garcia -Lopez, 2020). Analyzing organizational democracy involves examining various dimensions to gain a comprehensive understanding of how democratic principles are embedded within the organizational structure and culture. The AECED project aims to develop a prototype of a pedagogical framework and guides to practice that encourages the development of activities based on arts-based embodied methods in order to provide experiences of democracy-as-becoming. The Portuguese case will carry out 4 of the case studies of the project based on the development of an online training course for teachers and educators who, using a Participatory Action-Research (PAR) methodology (Cornish, et al. 2023), will test the framework and guide in early years, primary and vocational education. In this paper we will present a set of data relating to the perceptions of teachers and educators that participated in the online course about the organizational transformation before and after the development of the activities based on the pedagogical framework and guides of AECED project. Our aim was to identify perceptions about the organizational transformation on the following dimensions: transformative dialogue, power sharing, holistic learning, relational well-being, collaborative decision-making, shared leadership, innovation, and Creativity; Conflict Resolution and Inclusivity and Diversity. By examining these dimensions, researchers and organizations can gain insights into the level of organizational democracy and identify areas for improvement or refinement.
- Democracy-as-becoming in early years and primary education: aesthetic, embodied, and digital pedagogical ecologiesPublication . Neves, Claudia; Pažur, Monika; Oliveira, Juliana Gazzinelli de; Abrantes, Pedro; Abelha, Marta; Almeida, Ana Patrícia; Slovacek, Katarina AladrovićIn a context of growing democratic fragility, education is increasingly called upon to cultivate democratic participation, relational responsibility, and civic engagement. However, dominant approaches to education for democracy continue to privilege cognitive knowledge and procedural participation, often overlooking the embodied, affective, and relational dimensions through which democracy is first encountered and lived. This paper advances the concept of democracy-as-becoming to examine democratic learning in Early Years and Primary Education, where democratic relations are enacted through everyday pedagogical encounters rather than transmitted as abstract knowledge. The study draws on a transnational Participatory Action Research (PAR) programme conducted within the Aesthetic and Embodied Learning for Democracy-as-Becoming (AECED) project across multiple European contexts. Focusing on four cases in Portugal and Croatia, the paper presents a crosscase analytical synthesis of professional learning processes in which educators participated as co-researchers. These cases combined aesthetic, embodied, narrative, and digital pedagogical practices across online and faceto-face professional learning environments. Data included reflective writings, online discussions, observation notes, and visual and narrative artefacts generated through iterative PAR cycles. The analysis identifies three interrelated pedagogical ecologies—embodied, aesthetic–narrative, and digital/hybrid—through which democratic becoming is enabled, negotiated, and constrained. Across these ecologies, democratic learning emerged through relational grounding, co-creation, and embodied participation, while also being shaped by institutional conditions and perceptions of pedagogical risk. The paper contributes a data-informed conceptual model of democratic becoming grounded in cross-case analysis, highlighting how democratic sensibility develops through the interaction of relational, embodied, professional, and institutional dimensions. It concludes by discussing implications for teacher education, curriculum design, and research on democratic education, emphasising the need to recognise aesthetic and embodied pedagogies as core infrastructures of democratic life.
- Developing democratic engagements and transformation in adult, professional and organisational learning: a practice companion for inspiring your facilitation and change-makingPublication . Weber, Susanne Maria; Spahn, Lea; Pinzger, Veronika Clara; Mpamhanga, Karen; Petzold, Julia; Jääskeläinen, Pauliina; Oganisjana, Karine; Abelha, Marta; Abrantes, Pedro; Almeida, Ana Patrícia; Barber, Joanne; Cazgir, Kardelen Dilara; Culshaw, Suzanne; Dickerson, Claire; Meriläinen, Susan; Netter, Dirk; Neves, Claudia; Oliveira, Juliana Gazzinelli de; Toseland, Marie; Vola, Joonas; Wallenius-Korkalo, Sandra; Wolter, Helena; Woods, Philip A.; Yalvac, Canan; Weber, Susanne Maria
- Early years and primary education practice companionPublication . Neves, Claudia; Pažur, Monika; Abrantes, Pedro; Almeida, Ana Patrícia; Abelha, Marta; Oliveira, Juliana Gazzinelli de; Slovaček, Katarina Aladrović; Domović, Vlatka; Drvodelić, Maja