Sociologia | Capítulos/artigos em livros internacionais / Book chapters/papers in international books
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- Managing tacit knowledge in the auditing of Brazil’s Unified Health System (SUS); a tool for institutional learning and organizational sustainabilityPublication . Rocha, Luciano; Henriques, Susana; Lacerda, Juciano; Leal Filho, W.; Trevisan, L.V.; Caeiro, Sandra; Mapar, M.; Trindade, JorgeBridging the gap between the world of rational knowledge production and that of public action is one of the key efforts sustainability scientists can make to address social inequalities, poverty, and hunger. This is particularly important at a time when public policymakers increasingly rely on scientific evidence to justify and support their decisions concerning the Sustainable Development Goals. The same applies to the work of auditors at the National Department of Auditing of Brazil’s Unified Health System (SUS). These professionals must carry out a thorough analysis of records, reports, documents, and facts related to the audited object in order to verify compliance with laws and regulations, identify shortcomings, and propose possible solutions and improvement measures. This chapter highlights that public organisations can become more intelligent and sustainable through the management of the diversity of tacit knowledge generated in health auditing, particularly during the period when auditors engage with audited parties and health system users in their local contexts—the operational phase of compliance audits. Making this knowledge available and accessible to individuals, multidisciplinary teams, and the organisation itself particularly contributes to the achievement of Sustainable Development Goals 3, 10, and 15.
- Towards a sustainability communication plan for Cape Verdean higher education institutions: insights from stakeholder engagementPublication . Semedo, Mirian Benair; Mapar, Mahsa; Henriques, Susana; Leal Filho, W.; Trevisan, L. V.; Caeiro, Sandra; Mapar, M.; Trindade, JorgeSuccessful sustainability initiatives in Higher Education Institutions (HEIs) and their effective communication are closely tied to the active engage ment of stakeholders, including leaders and decision-makers. However, a significant gap remains in formalizing effective sustainability communication plans that mobilize stakeholder participation. This study aims to explore the perspectives of key stakeholders—specifically institutional leaders and decision-makers—regarding the development and implementation of sustainability communication plans in Cape Verdean HEIs. Following a review of the literature on sustainability communication plans and a mapping of initiatives in these HEIs, eleven semi-structured interviews were conducted with decision-makers from the Ministry of Education and key representatives from three Cape Verdean public and private HEIs. The interviews explored current sustainability policies, communication practices, and challenges and opportunities for developing future communication plans. Data were analyzed using qualitative content analysis. The results reveal a limited and often fragmented understanding of sustainability across its multiple dimensions. Most stakeholders associate sustainability with financial or economic issues, highlighting a need for broader awareness and conceptual clarity. Although none of the HEIs currently have a formal communication plan dedicated specifically to sustainability, all report having general institutional communication strategies and occasional activities on that. These could serve as a foundation for developing more targeted and integrated sustainability communication plans.
- Pessoas idosas migrantes em espaços transnacionais: estratégias de vida e acesso aos sistemas de proteção social e de saúde entre fronteirasPublication . Bäckström, Bárbara; Cupertino, Fernando; Ferrinho, PauloA ascensão do transnacionalismo entre as pessoas idosas migrantes reflete uma tendência crescente de mobilidade estratégica na velhice, impulsionada pela busca por melhor proteção social e acesso à saúde. Esse fenômeno resulta da interação entre diferentes sistemas de bem-estar social, oportunidades econômicas e condições de saúde disponíveis nos países de origem e destino. A investigação centra-se na forma como as pessoas idosas migrantes utilizam estratégias transnacionais para melhorar a sua qualidade de vida, segurança financeira e acesso a serviços. Focaliza-se particularmente o caso de Portugal, envolvendo tanto imigrantes dos Países Africanos de Língua Oficial Portuguesa que envelheceram no país como emigrantes portugueses que residiram ou ainda residem no estrangeiro. A questão de investigação é: como é que o transnacionalismo é utilizado como estratégia de vida e beneficia da proteção social? O objetivo principal é explorar como as pessoas idosas migrantes empregam o transnacionalismo para tirar proveito de sistemas de proteção social além-fronteiras. A metodologia adotada é qualitativa e narrativa, baseada na análise da literatura sobre o tema, na análise documental de políticas públicas, da legislação nacional e de acordos bilaterais relevantes para essa população. A investigação também se apoia em estudos empíricos prévios, cujas narrativas de vida oferecem perspectivas pessoais sobre o modo como esses indivíduos navegam em espaços transnacionais para aceder a cuidados de saúde, pensões e outros serviços sociais. Os resultados revelam uma diversidade de estratégias utilizadas por pessoas idosas migrantes para beneficiar dos sistemas transnacionais de proteção social em Portugal. A análise identifica disparidades importantes entre cidadãos da União Europeia e migrantes de países terceiros, bem como entre emigrantes portugueses retornados e residentes. Também são apontadas lacunas nas políticas de proteção social, destacando-se a necessidade de reformas políticas que respondam às realidades das pessoas idosas que vivem entre fronteiras, particularmente no contexto lusófono.
- Silence does not protect us from racism and violence: telling stories of afro-descendants’ collective action in PortugalPublication . Albuquerque, Rosana; Adam, Ilke; Beaman, Jean; Jung, MariskaEste capítulo traça percursos da ação coletiva de Afro-descendentes em Portugal, desde meados da década de 1970 até ao presente, atendendo aos contextos sociais e políticos que moldam a sua atuação e identificando reivindicações, discursos e práticas. Procuro contar uma história coletiva construída sobre muitas histórias que precisam de ser descobertas e partilhadas, como forma de confrontar o silêncio e a negação do racismo em Portugal. Histórias que permitem o reconhecimento da ação política dos Afro-descendentes, sobretudo os seus contributos para os direitos humanos e para a democracia em Portugal.
- A social science research laboratory as a mixed methods on human rights in a fragile state: Guinea-Bissau 2014–2024Publication . Turè, Bubacar; Sangreman, Carlos; Faria, Raquel; Bäckström, BárbaraThis case study describes and reflects on an original research process on Economic and Social Hu-man Rights in Guinea-Bissau between 2014 and 2024. Human rights research is multidisciplinary, with sociology and political science bearing the greatest weight, as they are closely connected due to their focus on social structures, political institutions, and processes of governance and government, but law, history, psychology, social psychology, economics, and anthropology also must be considered when defining a research methodology on this topic. The challenge of this case study is to show what has been done over 10 years in the research for a methodology to articulate these disciplines, with the de-finition of different samples, with data collection through face-to-face surveys, presentations of results, debates, interviews, and publications, with the considering of analyses of other collateral themes, to produce a consistent and well-founded analysis. What we hope to be able to share are, above all, two aspects of research in general: first, designing a methodology is an activity that is built on a more artisanal logic. In other words, it must be thought out and carried out with patience, persistence, and great care regarding "ready-made" stereotypes meth-ods. Second, the larger and more complex the problem to be investigated and its social context, the more time is needed for research that coherently and satisfactorily answers the hypotheses put for-ward. It is the answers to these methodological questions that we have tried to find over the years that we hope to summarize and present in this chapter.
- School practices to involve parents in the integration of newly arrived migrant studentsPublication . Axisa, Glorianne Borg; Meehan, Amalee; Roman, Monica; Štuopytė, Edita; Bäckström, Bárbara; Ergünay, Onur; Bäckström, Bárbara; RoutledgeAlthough education remains a key factor in receiving and integrating Newly Arrived Migrant Students (NAMS), local school practices differ among countries. This is particularly true regarding practices that schools adopt to involve parents of NAMS in the integration of their children into the school system. Literature in the field suggests that the more involved parents are in school life, the more successful integration is. However, school practices to involve parents are under-represented in this literature. In an attempt to fill this gap, this chapter investigates school practices regarding NAMS parental involvement within the specific national contexts. These contexts are representative of a large multinational European project on receiving NAMS in European countries such as Ireland, Lithuania, Malta, Portugal, Romania, and Turkey. The findings suggest that there are many initiatives and effective practices at both top-level and local-level initiatives, which implies adopting a Whole Education Approach perspective on each site. It appears that these initiatives and practices meet with varying degrees of success in inclusion of NAMS. The findings also suggest that the issue is larger than parental involvement; school practices and top-level policies may need to give further consideration to dimensions such as wider school family relationships and the role of community.
- Assessing digital and Info-communication competencies in higher education: a blended approach for e-Learning environmentsPublication . Henriques, Susana; Correia, Joana Duarte ; Carvalho, João Vidal; Abreu, António; Silva, Manuel; Costa, Eusébio Ferreira da; Costa, José Alfredo Ferreira daIn an era increasingly shaped by information and communication technologies, assessing digital and info-communication competencies among students has become a focal point for academic and institutional initiatives. Various projects, both within and outside Academia, have sought to classify students’ competencies at different levels, often relying on standardized tests and self-assessment questionnaires. However, as technological advancements rapidly evolve, universities face mounting pressure to align educational strategies with high levels of digital and info-communication proficiency and with the competitive demands of the labor market. It is, therefore, important to study these assessment tools further. Blended assessment methods, combining practical tests with self-perception questionnaires, offer a more nuanced evaluation of students’ digital competencies. By integrating objective skills assessments with self-reported proficiency, this approach captures a broader spectrum of abilities, recognizing the influence of diverse teaching models, students’ academic backgrounds, prior digital exposure, and access to technological resources. This is particularly relevant in distance higher education, where continuous engagement in virtual learning environments provides ongoing opportunities for monitoring digital and info-communication competencies development. Despite growing academic interest in this field, empirical research on digital and info-communication competencies in Portuguese higher education, particularly in e-learning contexts, remains limited. This paper presents the development of a digital literacy test and a questionnaire designed to assess students’ digital and info-communication practices. These instruments were created as part of the ongoing research project Digital and Infocommunicational Competencies in Virtual Learning Environments: Practices in e-Learning Curricular Units in Portuguese Higher Education.
- Everything everywhere all at once”: a methodological framework for an inclusive ecological transition pathwayPublication . Vidal, Diogo Guedes; Freitas, Helena; Alves, Fátima; Filho, Walter Leal; Newman, Julie; Lange Salvia, Amanda; Viera Trevisan, Laís; Corazza, LauraThe narrative of an ecological transition is currently widespread, representing a significant challenge facing humanity. While the need for this transition is evident, our research proposal is centered around a fundamental question: How can we ensure that the ecological transition is not only environmentally responsible but also equitable and inclusive, considering the unique characteristics of various contexts to ensure that no one, whether human or non-human, is left behind in the process? Leveraging our expertise gained from the PHOENIX H2020 project, this study aims to introduce, discuss, and reflect upon a methodological framework designed to identify the biophysical, socio-cultural, economic, and legal aspects of a given territory. This comprehensive approach is intended to foster an equitable and inclusive transition. The research encompasses 11 pilot contexts across seven European countries and employs a mix of secondary and primary data sources. The application of the methodological proposal unfolds in 4 four main/distinct phases: (i) identification of the major socioenvironmental concerns and challenges related to the EGD transition pathway in each pilot territory according to stakeholder’s information; (ii) structures-level analysis to understand how Nature and Environment are represented within a country’s legal framework and to identify the biophysical characteristics of the territory, both acting as drivers or barriers to the ecological transition; (iii) agency/intersubjectivity analysis to analyse the social perceptions about Nature and the Environment of a diverse range of target groups, such as local authorities, civil society organizations, the scientific community, economic activity representatives, and citizens; (iv) cross-referencing the three previous information phases to identify the opportunities, risks and vulnerabilities for the ecological transition in each pilot. Through a thorough exploration of this methodological framework, and by addressing the challenges and potentials it presents, our goal is to provide a robust scheme that places value on the unique socio-cultural and biophysical characteristics of each context. By doing so, we aim to develop and propose a methodological framework that embrace a wide range of stakeholders, fostering an ecological transition that challenges the one-size-fits-all approach that has been traditionally employed, valuing the socio-cultural and biophysical specificities of each of the contexts in order to find participation tools that leave no one behind (humans and non-humans).
- Understanding social sciences students’ perceptions of environment and nature: implications for critical thinking, reimagine socioecological futures and enriching intercultural dialoguesPublication . Alves, Fátima; Vidal, Diogo Guedes; Lourenço, Vitória; Viegas, Vanda; Filho, Walter Leal; Newman, Julie; Lange Salvia, Amanda; Viera Trevisan, Laís; Corazza, LauraThis study presents the results of a survey applied to students of the curricular unit called “Environment, Health, and Wellbeing” which is part of the undergraduate degree in Social Sciences at the Universidade Aberta (Open University), an online distance public university in Portugal. The purpose of the survey was to understand students’ perceptions of the environment and nature, as constructed in their particular sociocultural contexts. It consisted of a series of questions about their environmental perceptions, their position on the environmental crisis and a call to re-imagine future socio-ecological scenarios. The survey was applied online to a universe of 308 students, organised in 5 classes of this curricular unit. With a total of 92 responses (29.9%), the majority of responses came from females (79.8%), with an average age of 44 years old and employed. Through qualitative analysis and reference to established themes, we reveal the multifaceted nature of students’ perspectives on environmental challenges. Students are concerned about environmental issues such as climate change, pollution and loss of biodiversity and believe that these issues should be addressed through policies and regulations. They were also capable of envisioning potential futures and exploring pessimistic, realistic, and optimistic scenarios. These findings underscore the significance of acknowledging and embracing diversity in social-ecological education. They bolster the argument that adjusting educational strategies to accommodate various perspectives, identifying obstacles, fostering critical thinking, and promoting innovation can inspire contextually relevant solutions to global socio-environmental challenges. Socio-ecological education needs to resonate with a wide range of students to empower them as agents of change in our rapidly changing world.
- School participatory budgeting in every school of the country? Lessons from a national initiative to spread citizenship educationPublication . Abrantes, Pedro; Schugurensky, Daniel; Bartlett, Tara