O arquétipo da princesa na construção social da feminilidade

Dissertação de Mestrado em Estudos sobre as Mulheres. As Mulheres na Sociedade e na Cultura

O teatro na comunicação social portuguesa. O caso do jornal Público

Relatório de Estágio apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Jornalismo

Exclusão social e políticas sociais: os casos dos municípios de Maputo e Beira

Dissertação de Doutoramento em Sociologia

Digital storytelling: student ID in higher education

Identity achievement is related to personality, as well as cognitive and interpersonal development. In tandem with the deep structural changes that have taken place in society, education must also shift towards a teaching approach focused on learning and the overall development of the student. The integration of technology may be the drive to foster the needed changes. We draw on the literature of multiple subject areas as basis for our work, namely: identity construction and self-representation, within a psychological and social standpoint; Higher Education (HE) in Portugal after Bologna, college student development and other intrinsic relationships, namely the role of emotions and interpersonal relationships in the learning process; the technological evolution of storytelling towards Digital Storytelling (DS) – the Californian model – and its connections to identity and education. Ultimately we propose DS as the aggregator capable of humanizing HE while developing essential skills and competences. Grounded on an interpretative/constructivist paradigm, we implemented a qualitative case study to explore DS in HE. In three attempts to collect student data, we gathered detailed observation notes from two Story Circles; twelve student written reflections; fourteen Digital Stories and detailed observation notes from one Story Show. We carried out three focus groups with teachers where we discussed their perceptions of each student prior to and after watching the Digital Stories, in addition to their opinion on DS in HE as a teaching and learning method and its influence on interpersonal relationships. We sought understandings of the integration of DS to analyze student selfperception and self-representation in HE contexts and intersected our findings with teachers’ perceptions of their students. We compared teachers’ and students’ perspectives, through the analysis of data collected throughout the DS process – Story Circle, Story Creation and Story Show – and triangulated that information with the students’ personal reflections and teacher perceptions. Finally we questioned if and how DS may influence teachers’ perceptions of students. We found participants to be the ultimate gatekeepers in our study. Very few students and teachers voluntarily came forth to take part in the study, confirming the challenge remains in getting participants to see the value and understand the academic rigor of DS. Despite this reluctance, DS proved to be an asset for teachers and students directly and indirectly involved in the study. DS challenges HE contexts, namely teacher established perception of students; student’s own expectations regarding learning in HE; the emotional realm, the private vs. public dichotomy and the shift in educational roles.

A Educação de Adultos no Campo das Políticas de Inserção e Desenvolvimento Sociais – contributos para a investigação em torno das dinâmicas socioeducativas na medida Rendimento Social de Inserção

Neste artigo apresentam-se as fundações de um estudo de caso que pretende identificar e compreender dinâmicas de regulação mútuas entre políticas de inserção social e o campo da educação de adultos, a partir da implementação da medida Rendimento Social de Inserção num território urbano socialmente desqualificado. A pesquisa centraliza o desenvolvimento local enquanto domínio estruturante da educação de adultos, procurando compreender como se constroem localmente respostas educativas associadas ao paradigma de desenvolvimento partilhado na rede de parceiros para a intervenção em prol da inserção social e do desenvolvimento social; e como esses processos contribuem para a configuração da educação de adultos. O quadro de análise será híbrido, integrando dimensões do campo das Ciências da Educação e do Trabalho Social.

Educação social transformadora e transformativa: clarificação de sentidos

A clarificação dos sentidos da Educação Social – que aqui se afirma “transformadora e transformativa” quanto aos fins da ação e da investigação, educativa e participativa quanto aos processos adotados - antecede a reflexão sobre a dimensão relacional da ação do educador social. Uma relação afetiva e co-construída que perspetive a mudança pessoal e social de forma crítica e reflexiva, e onde o projeto de Educação Social se vai apoiar, exige do próprio educador social, enquanto pessoa, uma atitude igualmente reflexiva e capaz de integrar o pensamento crítico com a prática quotidiana.

Desenvolvimento do segundo e terceiro pilares da Segurança Social: o caso de Cabo Verde

Dissertação para obtenção do Grau de Mestre em Matemática e Aplicações, no ramo Actuariado, Estatística e Investigação Operacional

A educação social em Portugal: novos desafios para a identidade profissional

A Educação Social surge, em Portugal, devido sobretudo à exigência dos sistemas de proteção social. Enquanto profissão, a Educação Social realiza-se no âmbito das ciências da educação, enquadrada pela Pedagogia Social. A Educação Social desenvolve-se pela diversidade de categorias profissionais e de perfis de competências e áreas disciplinares. O reconhecimento da identidade profissional dos educadores sociais portugueses depende, ainda, da polivalência dos contextos de trabalho e populações com os quais interage. A sua identidade profissional deve evidenciar o compromisso educativo do seu trabalho social, que supera lógicas de ação assistencialistas e se centra em lógicas de desenvolvimento e capacitação dos sujeitos. Neste artigo, é dado destaque à Pedagogia Social, enquanto saber matricial de referência dos educadores sociais. A Pedagogia Social constitui-se como a ciência da Educação Social, conferindo-lhe a própria especificidade da profissão. Por outro lado, o exercício profissional da Educação Social requer dos seus profissionais uma formação rigorosa, inicial e contínua, de forma a incorporar novos saberes e posturas para se adaptar a novos desafios e realidades. A educação social deve ser capaz de acompanhar as políticas sociais, participando permanentemente na negociação do contrato social. Partindo destes pressupostos, é dado a conhecer alguns desafios que se colocam à Educação Social em Portugal.

A Responsabilidade social empresarial na indústria de elevadores

Dissertação de Mestrado Apresentado ao Instituto Superior de Contabilidade e Administração do Porto para a obtenção do grau de Mestre em Empreendedorismo e Internacionalização, sob orientação da Mestre Anabela Ribeiro

Terminology as a sensemaking social tool

Since the middle of the first decade of this century, several authors have announced the dawn of a new Age, following the Information/ Knowledge Age (1970-2005?). We are certainly living in a Shift Age (Houle, 2007), but no standard designation has been broadly adopted so far, and others, such as Conceptual Age (Pink, 2005) or Social Age (Azua, 2009), are only some of the proposals to name current times. Due to the amount of information available nowadays, meaning making and understanding seem to be common features of this new age of change; change related to (i) how individuals and organizations engage with each other, to (ii) the way we deal with technology, to (iii) how we engage and communicate within communities to create meaning, i.e., also social networking-driven changes. The Web 2.0 and the social networks have strongly altered the way we learn, live, work and, of course, communicate. Within all the possible dimensions we could address this change, we chose to focus on language – a taken-for-granted communication tool, used, translated and recreated in personal and geographical variants, by the many users and authors of the social networks and other online communities and platforms. In this paper, we discuss how the Web 2.0, and specifically social networks, have contributed to changes in the communication process and, in bi- or multilingual environments, to the evolution and freeware use of the so called “international language”: English. Next, we discuss some of the impacts and challenges of this language diversity in international communication in the shift age of understanding and social networking, focusing on specialized networks. Then we point out some skills and strategies to avoid babelization and to build meaningful and effective content in mono or multilingual networks, through the use of common and shared concepts and designations in social network environments. For this purpose, we propose a social and collaborative approach to terminology management, as a shared, strategic and sense making tool for specialized communication in Web 2.0 environments.

Privatization and social welfare in an international mixed Stackelberg duopoly

Competition between public and private firms exists in a range of industries like telecommunications, electricity, natural gas, airlines industries, as weel as services including hospitals, banking and education. Some authors studied mixed oligopolies under Cournot competition (firms move simultaneously) and some others considered Stackelberg models (firms move sequentially). Tomaru [1] analyzed, in a Cournot model, how decision-making upon cost-reducing R&D investment by a domestic public firm is affected by privatization when competing in the domestic market with a foreign firm. He shows that privatization of the domestic public firm lowers productive efficiency and deteriorates domestic social welfare. In this paper, we examine the same question but in a Stackelberg formulation instead of Cournot. The model is a three-stage game. In the first stage, the domestic firm chooses the amount of cost-reducing R&D investment. Then, the firms compete à la Stackelberg. Two cases are considered: (i) The domestic firm is the leader; (ii) The foreign firm is the leader. We show that the results obtained in [1] for Cournot competition are robust in the sence that they are also true when firms move sequentially.