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Journal articles on the topic 'Citizenship – Portugal'

Author: Grafiati

Published: 10 March 2023

Last updated: 31 July 2025

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1

Esteves, Maria Helena. "Geography Education and Citizenship Education in Portugal." SAGE Open 2, no. 4 (2012): 215824401247195. http://dx.doi.org/10.1177/2158244012471956.

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Santos, Ana Cristina. "One at a Time: LGBTQ Polyamory and Relational Citizenship in the 21st Century." Sociological Research Online 24, no. 4 (2019): 709–25. http://dx.doi.org/10.1177/1360780419874080.

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Drawing on biographic narrative interviews with self-identified lesbian, gay, bisexual, trans, and/or queer polyamorous people in Portugal, this article explores the contradictions and opportunities involved in living as a relationally diverse LGBTQ intimate citizen in Southern Europe. The article starts by unpacking citizenship in relation to dominant sociolegal expectations around monogamy. In this section, it is suggested that the mononormative underpinnings of law and social policy restrain intimate citizenship. The second part of the article explores the legal and cultural meanings attach

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Seabra, Teresa, and Ana Filipa Cândido. "Citizenship, generational status and mixed origin: An analysis of immigrant heterogeneity on academic performance in Portuguese state schools." Portuguese Journal of Social Science 21, no. 1 (2022): 49–75. http://dx.doi.org/10.1386/pjss_00049_1.

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The official annual data on pupils of immigrant origin published by the Portuguese Directorate-General of Education and Science Statistics primarily focus on the citizenship of pupils, excluding those with Portuguese citizenship of immigrant origin or host country citizenship (descendants of immigrants). To address this limitation, this article employs microdata from Directorate-General of Education and Science Statistics of the Ministry of Education and Science (DGEEC/MEC), incorporating information on the pupils’ and parents’ countries of birth to identify descendants of immigrants. The stud

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Jerónimo, Patrícia, and Maarten Peter Vink. "Citizenship in a Post-Colonial Context: Comparing Portugal and Netherlands." Perspectivas - Journal of Political Science, no. 6 (December 1, 2011): 109–29. http://dx.doi.org/10.21814/perspectivas.30.

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This paper analyses citizenship and migration regimes in an postcolonial context and presents a focused comparison of the experiences in Portugal and the Netherlands. While colonial regimes in both cases were largely exclusionary, and only towards the end of the regimes hesitantly extended citizenship to the native population, the postcolonial experiences display significant differences. While Portugal is more nostalgic about the colonial affair, cherishing the idea of cultural ties within a Lusophone community, the change was more abrupt in the Netherlands, after an initial transition period.

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Guia, Maria João. "The Stratification of Citizenship in Europe: Citizenship Versus Irregularity." Debater a Europa, no. 15 (November 7, 2016): 115–32. http://dx.doi.org/10.14195/1647-6336_15_6.

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Citizenship functions not only to connect the individual to the sovereign state, but acts to induce feelings of belonging to a certain society. In this scope, managing the irregularity of migrants positions citizenship as a form of gatekeeping, controlling access to society and restraining those who seek it from accessing social membership.In this article, I outline the process by which European stratified citizenship has resulted in the loss of access to rights. This outline will serve to demonstrate how irregularity management strategies, be they high intensity criminalisation strategies as

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Gaspar, Sofia, and Fernando Ampudia de Haro. "Buying Citizenship? Chinese Golden Visa Migrants in Portugal." International Migration 58, no. 3 (2019): 58–72. http://dx.doi.org/10.1111/imig.12621.

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Loja, Ema, Emília Costa, and Isabel Menezes. "Views of disability in Portugal: ‘fado’ or citizenship?" Disability & Society 26, no. 5 (2011): 567–81. http://dx.doi.org/10.1080/09687599.2011.589191.

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Campelo, Álvaro. "Galicia and Portugal. A fruitful courtship. New strategies for a Euroregion and Eurocity identity." População e Sociedade 40 (December 31, 2023): 80–107. http://dx.doi.org/10.52224/21845263/rev40a6.

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The implementation of European policies at the regional level is realized through the creation of intervention mechanisms, specific organizations, and funding within Euroregions and Eurocities. The GaliciaNorthern Portugal Euroregion, due to its historical and cultural characteristics, has been benefiting from these policies. In this paper, we aim to start from a shared political and cultural history between Galicia and Portugal, particularly at the border delimited by the Minho River, to see how this border experience serves, or not, as an affirmation of European citizenship. Around the conce

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Kopper, Moisés. "Building a global ethnography of practices and infrastructures of datafication in the Global South." Project Repository Journal 22, no. 1 (2025): 120–23. https://doi.org/10.54050/prj2222852.

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Building a global ethnography of practices and infrastructures of datafication in the Global South InfoCitizen explores how new forms of datafication change citizenship practices in the Global South by charting grassroots and institutional data efforts and their impact on identity, citizenship and policy in Brazil, Portugal, Germany, Tanzania and Kenya. Combining archival research, digital humanities, audiovisual techniques and mixed methods, InfoCitizen examines how top-down and bottom- up data ecosystems come together to redefine the sociocultural and political-economic citizenship of margin

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Reiter, Bernd. "The perils of empire: nationhood and citizenship in Portugal." Citizenship Studies 12, no. 4 (2008): 397–412. http://dx.doi.org/10.1080/13621020802184283.

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PINTO, PEDRO RAMOS. "Housing and Citizenship: Building Social Rights in Twentieth-Century Portugal." Contemporary European History 18, no. 2 (2009): 199–215. http://dx.doi.org/10.1017/s0960777309004937.

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AbstractThis article investigates the origins of modern citizenship in Portugal through the example of the historical construction of housing as a social right. It argues this process owes much to the centralisation and strengthening of the state undertaken by Salazar's ‘New State’ (1933–74), whose transformative project changed the nature of the relationship between the governing and the governed, making political claims based on social rights plausible. The ensuing political dynamic changed the nature of the social contract in Portugal, tying the legitimacy of the state to the provision of s

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Carvalho, Jaciara De Sá. "Conditions for a distance citizen education: an emancipatory proposition." Educação 40, no. 1 (2017): 20. http://dx.doi.org/10.15448/1981-2582.2017.1.22143.

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This paper synthesizes six conditions for an emancipatory distance education, results from a Ph.D. research. The focus is the “formation for citizenship”, only possible “by the citizenship”, as consciousness process by the individuals, according to the critical perspective adopted. In addition to literature review, interviews were conducted with experts of distance modality from Brazil, Portugal and Venezuela. The work considers that a citizenship education is able to contribute to the emancipation by the individuals in any modality. And discusses data and situationsregarding distance educatio

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Neto, Sérgio, and Clara Serrano. "The Edge of the “Stone Raft”. From euro-enthusiasm to moderate scepticism in Portuguese History textbooks (2000-2020)." Rubrica Contemporanea 12, no. 23 (2023): 157–78. http://dx.doi.org/10.5565/rev/rubrica.270.

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This paper aims to study how issues related to the European Economic Community/European Union (EEC/EU) are presented in Portuguese 9th-grade History textbooks. The methodological approach is mainly qualitative, based on a content analysis of ten textbooks, but some quantitative data was also considered in order to determine the importance given to the EEC/EU construction process and Portugal’s integration into it. It can be concluded that although the history textbooks contain some information about the political construction process, the institutions of the EEC/EU and its economic and social

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Candeias, Pedro. "Cape Verde, let’s go: Creole rappers and citizenship in Portugal." Ethnic and Racial Studies 40, no. 3 (2016): 529–31. http://dx.doi.org/10.1080/01419870.2016.1206599.

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Araújo, Antonio. "Res Publica: Citizenship and Political Representation in Portugal, 1820–1926." Parliaments, Estates and Representation 31, no. 2 (2011): 214–15. http://dx.doi.org/10.1080/02606755.2011.617987.

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Dias, João Paulo. "Citizenship and justice: public prosecutors in social contexts in Portugal." International Journal of the Legal Profession 20, no. 1 (2013): 87–109. http://dx.doi.org/10.1080/09695958.2013.805987.

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Silva, Maria João, Cristina Gouveia, and Cristina Azevedo Gomes. "The Use of Mobile Sensors by Children: A Review of Two Decades of Environmental Education Projects." Sensors 23, no. 18 (2023): 7677. http://dx.doi.org/10.3390/s23187677.

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Over the past twenty years, the use of electronic mobile sensors by children and youngsters has played a significant role in environmental education projects in Portugal. This paper describes a research synthesis of a set of case studies (environmental education projects) on the use of sensors as epistemic mediators, evidencing the technological, environmental, social, and didactical dimensions of environmental education projects over the last two decades in Portugal. The triggers of the identified changes include: (i) the evolution of sensors, information and communication platforms, and mobi

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Fishman, Robert M., and Manuel Villaverde Cabral. "Socio-historical foundations of citizenship practice: after social revolution in Portugal." Theory and Society 45, no. 6 (2016): 531–53. http://dx.doi.org/10.1007/s11186-016-9281-z.

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Healy, Mary, and Mary Richardson. "Images and identity: Children constructing a sense of belonging to Europe." European Educational Research Journal 16, no. 4 (2016): 440–54. http://dx.doi.org/10.1177/1474904116674015.

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The European Framework for Key Competences (2006) promotes a shared European identity as a priority for assuring a cohesive future for the European Union (EU), yet the development of a discrete European identity remains acutely contentious, with critics claiming it is too shallow to support the bonds of solidarity needed to engender and support a shared ‘future together’. Most EU member states now have some sort of citizenship curriculum within their state education systems and most are aware that such programmes are difficult to introduce, to teach and to assess within conventional school cur

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Saraiva, S., C. Moreira, M. Andrade, S. Carneiro, and M. Pinto da Costa. "Why Portugal is pushing towards migration?" European Psychiatry 33, S1 (2016): S640—S641. http://dx.doi.org/10.1016/j.eurpsy.2016.01.2409.

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BackgroundInternational professional mobility is a reality, people have skills they can put in the global marketplace. The increasing migration of health professionals to wealthy countries is a phenomenon known as “brain drain”.Objectives/AimsThis work aims to present the push factors that pressure people to migrate from Portugal.MethodsA cross-sectional survey was carried out with the psychiatric trainees in Portugal. A self-administered structured questionnaire was distributed to collect psychiatry trainees’ demographic and educational characteristics.ResultsIn Portugal, the majority of trai

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Coelho, Dalila P., João Carlos Pereira Caramelo, and Isabel Menezes. "Why words matter: Deconstructing the discourses of development education practitioners in development NGOs in Portugal." International Journal of Development Education and Global Learning 10, no. 1 (2018): 39–58. http://dx.doi.org/10.18546/ijdegl.10.1.04.

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Considering discursive transitions in development education, we discuss the main findings of a qualitative study with practitioners in Portuguese development non-governmental organizations, based on semi-structured in-depth interviews. Our goal was to understand practitioners' accounts of their field of action and the discursive transition between development and (global) citizenship. The research provides new information about the Portuguese situation and contributes to the reconceptualization debate. The analysis reinforces the complexity of the field, connected to its focus on processes, an

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Almeida, Maria Antónia de Figueiredo Pires de. "Women Mayors in Portugal: A Case Study in Political Representation and Citizenship." Revista de Sociologia e Política 26, no. 68 (2018): 27–42. http://dx.doi.org/10.1590/1678987318266804.

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Abstract Introduction The article presents a historical analysis of the participation of women in Portuguese politics and reveals the positive effects of the introduction of the parity law in 2006. In the 2015 national elections, for the first time one third of the elected the Members of the Portuguese Parliament were women. However, in municipalities there is still a long way to go to reach this level of female political representation. Does the political system limit women’s access only to elected positions? Thus, important questions remain: why are women still a minority in local politics?

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Carneiro, Liliana, Ernestina Gomes, Adelina Pereira, and Luís Costa. "Teaching basic life support in schools in Portugal – A matter of citizenship." Resuscitation 96 (November 2015): 60. http://dx.doi.org/10.1016/j.resuscitation.2015.09.140.

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Fonseca, Laura, Helena C. Araújo, and Sofia A. Santos. "Sexualities, teenage pregnancy and educational life histories in Portugal: experiencing sexual citizenship?" Gender and Education 24, no. 6 (2012): 647–64. http://dx.doi.org/10.1080/09540253.2012.695772.

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Peralta, Elsa, Morgane Delaunay, and Bruno Góis. "Portuguese (Post-)Imperial Migrations: Race, Citizenship, and Labour." Journal of Migration History 8, no. 3 (2022): 404–31. http://dx.doi.org/10.1163/23519924-08030004.

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Abstract This article examines the connected histories of (post)colonial migration and labour within the scope of the Portuguese empire and its aftermath. Presenting a long-term analysis, ranging from the abolition of slavery in the first half of the nineteenth century until today’s debates over the Portuguese nationality law, it focuses on the many continuities between the colonial past and the postcolonial present, in particular with respect to citizenship rights and the racialised boundaries of the Portuguese national community. Through its focus on the less well-known case of Portugal, the

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Bacelar, Mariana, Fernando Hernandez-Hernandez, and Isabel Menezes. "Educação para a Cidadania em contexto escolar nos 50 anos do 25 de Abril." Educação, Sociedade & Culturas, no. 69 (December 20, 2024): 1–20. https://doi.org/10.24840/esc.vi69.1179.

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We propose a retrospective study on Citizenship Education in schools in Portugal on the 50th anniversary of 25 April. By reviewing normative documents and literature produced over the last 50 years, we intend to update the mapping of educational policies in this field when we are facing the growth of populist and polarising tendencies. We hope to open up a space for reflection on the place of Citizenship Education in deepening democracy and encouraging civic and political participation among children and young people. From the creation of the first innovative experiences in the post-revolution

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Buettner, Elizabeth. "Europeanising Migration in Multicultural Spain and Portugal During and After the Decolonisation Era." Itinerario 44, no. 1 (2020): 159–77. http://dx.doi.org/10.1017/s0165115320000091.

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AbstractPost-1945 Spanish and Portuguese emigration and immigration histories encapsulate the Iberian region's long-standing interconnectedness with the wider world (particularly Latin America and Africa) and other parts of Europe alike. Portugal and Spain have both been part of multiple migration systems as important sending countries that ultimately experienced an international migration turnaround owing to their transition to democracy, decolonisation, and accession to a European Union in which internal freedom of movement counted among its core principles. With the aftermath of the 2008 fi

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Hines, Sally, and Ana Cristina Santos. "Trans* policy, politics and research: The UK and Portugal." Critical Social Policy 38, no. 1 (2017): 35–56. http://dx.doi.org/10.1177/0261018317732880.

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This article explores law and social policy regarding trans* activism amongst trans* and non-binary social movements, and academic research addressing trans* in the UK and Portugal. In considering different possibilities for theorising gender diversity, this article positions a politics of difference and embodied citizenship as fruitful for synergising the issues under discussion. The authors consider recent law and policy shifts around gender recognition in each country and examine the gaps and the connections between policy developments, activism and research around trans*. Though each count

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Monteiro, Angélica, Elsa Guedes Teixeira, Carlinda Leite, Rita Barros, Preciosa Fernandes, and Filipa Soares. "EDUCATION TOWARDS LITERACY AND DIGITAL CITIZENSHIP OF YOUNG PEOPLE: BEYOND BEING ONLINE." Revista Conhecimento Online 2 (August 22, 2022): 89–107. http://dx.doi.org/10.25112/rco.v2.2991.

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The effects of the pandemic crises in education have revealed social inequalities in the youth field but have also provided an opportunity to rethink the demands of education in an increasingly digital world. Framed on youth policies and on the 3 areas of Digital Citizenship defined by the Council of Europe – being online, well-being online and rights online – the present study explores policies and practices in youth digital literacy and citizenship education, with the aim of answering the following questions: What are the strands of digital citizenship education? How do teachers and school

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Saleiro, Sandra Palma. "(Trans)gender recognition in Portugal: From a ‘void’ to the right to gender self-determination." Portuguese Journal of Social Science 20, no. 3 (2021): 153–70. http://dx.doi.org/10.1386/pjss_00039_1.

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This article reviews Portugal’s path in addressing non-normative gender identities, focusing particularly on legal gender recognition. While recognition is not limited to enshrining rights in the law – especially the right to the acknowledgement of (self)identity by the state – the legal step is one that is clearly fundamental to making overall recognition a reality. Portugal is an interesting case study, having shifted in less than a decade – the second of the twenty-first century – from a complete absence of trans issues in legislation to the passage of a law on gender identity based on self

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Tarozzi, Massimiliano, and Carla Inguaggiato. "Implementing global citizenship education in EU primary schools: The role of government ministries." International Journal of Development Education and Global Learning 10, no. 1 (2018): 21–38. http://dx.doi.org/10.18546/ijdegl.10.1.03.

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According to recommendations of the UN Secretary General's Global Education First Initiative, countries and regions require a number of structural changes if they are to implement educational policies and practice based on global citizenship education, and to promote respect and responsibility across cultures. In this paper, we present the first results of a three-year project to compare existing educational policies, strategies and school curricula in ten European Union (EU) countries (Austria, Bulgaria, Czech Republic, France, Ireland, Italy, Latvia, Spain, Portugal, UK) to ascertain the cur

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Carvalho, João Miguel Duarte de. "Immigrants’ acquisition of national citizenship in Portugal and Spain: the role of multiculturalism?" Citizenship Studies 24, no. 2 (2019): 228–46. http://dx.doi.org/10.1080/13621025.2019.1707483.

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Anabela, Moura, and Barbosa Gabriela. "Teaching Citizenship with Art! Look at What I can Do – Do Not Look at What I Say!" Education Quarterly Reviews 1, no. 2 (2018): 113–24. https://doi.org/10.31014/aior.1993.01.01.12.

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This article will approach issues related to the teaching of the concept of citizenship according to Higher School of Education of the Polytechnic Institute of Viana do Castelo, Portugal. Through the analysis of artistic practices, we propose to determine how concepts of culture, heritage, education for development, service learning and human rights in society are addressed in curricular activities and how interdisciplinary perspectives are considered the appropriate way to such approaches in terms of Art Education in the 21st Century School.

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Freire, Carla, and Joana Gonçalves. "The Relationship between Responsible Leadership and Organizational Citizenship Behavior in the Hospitality Industry." Sustainability 13, no. 9 (2021): 4705. http://dx.doi.org/10.3390/su13094705.

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The purpose of this study is to explore the mediating role of the perception of social responsibility, and organizational identification, in the relationship between responsible leadership and organizational citizenship behavior in the hospitality industry. A questionnaire was answered by 214 frontline employees of four and five-star hotels, in the north of Portugal. Results indicate that there is a mediation model, which uses the effect of the perception of social responsibility and organizational identification in the relationship between responsible leadership and organizational citizenship

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Oliveira, Mónica, and Ana Sousa. "A Educação Artística na atualidade." HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades 11, no. 4 (2022): 1–10. https://doi.org/10.37819/humanrev.v11i4.951.

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This article aims to identify the challenges that art education faces in initial teacher training and to list the aspects that should guide new pedagogical practices orien- ted towards sustainability. A qualitative research based on a multiple case study, has been chosen through an interview with Higher Education teachers in Portugal and Spain. The conclusions point to the need for a re-foundation of arts education in the light of societal challenges, involving students in the construction of an active citizenship.

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Oliveira, Mónica, and Ana Sousa. "A Educação Artística na atualidade." HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades 11, no. 4 (2022): 1–10. https://doi.org/10.37819/revhuman.v11i4.951.

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This article aims to identify the challenges that art education faces in initial teacher training and to list the aspects that should guide new pedagogical practices orien- ted towards sustainability. A qualitative research based on a multiple case study, has been chosen through an interview with Higher Education teachers in Portugal and Spain. The conclusions point to the need for a re-foundation of arts education in the light of societal challenges, involving students in the construction of an active citizenship.

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Pedro, Miguel Faria, Moura Anabela, Maia Marques Gonçalo, Almeida Carlos, and Miguel Moreira Pedro. "Interdisciplinary Curricular Approach in the Planning and Teaching of Cultural Heritage – Project in a Higher Education Polytechnic Institution, Northern Portugal." Journal of Social and Political Sciences 1, no. 4 (2018): 506–14. https://doi.org/10.31014/aior.1991.01.04.38.

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The importance of cultural learning, in general, is increasingly being recognized in Portugal, not only for its cultural and human value but also for the contribution it makes to local, regional and national economies. This article reports the initial stage of the Project called "NMSCPAM: New Media Supporting Cultural Patrimony of Alto Minho" (2017 – 2019). Teachers of arts, history, tourism and technology of Higher Education and Basic Education Institutions of Northern Portugal, have been developing an interdisciplinary curricular approach in the planning and teaching of cultu

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Medeiros, Maria Teresa Pires, Flávia Cabral Pires, and Josélia Mafalda Ribeiro da Fonseca. "Positive Education Program for Children "Psicidadania +"." Revista Caribeña de Ciencias Sociales 13, no. 10 (2024): e4319. http://dx.doi.org/10.55905/rcssv13n10-001.

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The global society, full of uncertainties and challenges, requires that we educate for active citizenship, advocating a developmental process that strives for a participatory, critical, and active citizen. On the other hand, Positive Psychology, in the beginning of the 21st century, brings a paradigm shift in conceptualization and intervention by focusing the study on optimal functioning and positive development. With the goal of positive child development and endowing them with positive, resilient, and citizen skills, it is necessary to bring together institutions such as the School and the F

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Moreira, Ana, Tiago Encarnação, João Viseu, and Maria José Sousa. "Job Crafting and Job Performance: The Mediating Effect of Engagement." Sustainability 14, no. 22 (2022): 14909. http://dx.doi.org/10.3390/su142214909.

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The main purpose of this study was to investigate whether work engagement mediates the relationship between job crafting and job performance. To this end, the following hypotheses were formulated: (1) job crafting establishes a positive and significant association with job performance; (2) job establishes a positive and significant association with work engagement; (3) work engagement establishes a positive and significant association with job performance; (4) work engagement mediates the association between job crafting and job performance. The sample was composed of 453 participants working

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Santos, Manuel J. S., Vânia Carlos, and António A. Moreira. "Building the Bridge to a Participatory Citizenship: Curricular Integration of Communal Environmental Issues in School Projects Supported by the Internet of Things." Sensors 23, no. 6 (2023): 3070. http://dx.doi.org/10.3390/s23063070.

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Generally, there is much to praise about the rise in acknowledging the need for young citizens to exercise their rights and duties, but the belief remains that this is not yet entrenched in young citizens’ overall democratic involvement. A lack of citizenship and engagement in community issues was revealed by a recent study conducted by the authors in a secondary school from the outskirts of Aveiro, Portugal, during the 2019/2020 school year. Under the umbrella of a Design-Based Research methodological framework, citizen science strategies were implemented in the context of teaching, learning,

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Pękala, Joanna Ludwika, and Kamila Wichrowska. "The BRIDGING project – citizenship, partnership and holistic development." Problemy Wczesnej Edukacji 49, no. 2 (2020): 147–55. http://dx.doi.org/10.26881/pwe.2020.49.12.

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The aim of the text is to introduce BRIDGING, an international project that involves professionals working in educational institutions (kindergarten, school or crèche), academic and cultural institution from Poland, Portugal, Finland and Belgium. The project aims to improve the quality of practices in early childhood education through participation of children, teachers, cultural and academic staff in artistic projects in public spaces. Crucial part of BRIDGING is to promote various ways of communication of children and adults using the concept of citizenship in the context of holistic approac

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Simões, Ana Raquel, and Carolina Brás. "Developing Digital Citizenship in the Foreign Language Classroom with an Emphasis on the Intercultural Dimension." Education Sciences 15, no. 5 (2025): 584. https://doi.org/10.3390/educsci15050584.

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There has been an increase in the number of users on digital platforms. Similarly, technology is prevalent in the daily lives of young people, therefore, it is crucial to address the topic of digital citizenship with them, ensuring they use technology in a responsible and healthy manner. The present study argues that the foreign language classroom constitutes a privileged space for the promotion of digital citizenship. To address this research gap, the present study examines digital citizenship within the context of foreign language education, with a particular focus on its articulation with t

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Soria, Rafael Arjona. "Reparative Citizenship for Sephardi Descendants: Returning to the Jewish Past in Spain and Portugal." Hispanic Research Journal 24, no. 4 (2024): 321–22. https://doi.org/10.1080/14682737.2024.2424672.

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Neves, Sofia, Joana Topa, Janete Borges, and Estefânia Silva. "Racism in Football in Portugal: Perceptions of Multiple Actors." Social Sciences 12, no. 3 (2023): 165. http://dx.doi.org/10.3390/socsci12030165.

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The present paper aims to analyze and understand, from an intersectional point of view, the extent and the characteristics of racism in football in Portugal, based on the perspectives of football fans, coaches, amateur players, professional players, journalists, parents, and other elements directly or indirectly involved in the modality. Using an online questionnaire, this exploratory study involved 1681 participants, 456 self-identified as women, 1221 as men, and 4 as non-binary, aged between 13 and 61 years old (M = 33.02; DP = 12.64). The results show gender, skin color, ethnicity, sexual o

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K. Zarifis, George. "Programi aktivnog građanstva za nezaposlene niskokvalifcirane mlađe odrasle osobe u južnoj Evropi: Učešće, dometi i prepreke." Obrazovanje odraslih/Adult Education 21, no. 1 2021 (2021): 129–51. http://dx.doi.org/10.53617/issn2744-2047.2021.21.1.129.

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The development of policies and targeted initiatives that promote or supportactive participatory citizenship for vulnerable young adults with low skills has largely passed unnoticed in Southern Europe in the last decade. Despite the existing lifelonglearning (LLL) strategies, most countries in the area do not place active citizenship forlow-skilled young adults as a priority. This article is based on the results of the European research project EduMAP (Horizon 2020), and focuses on participation of unemployed young adults with low skills (hence early school-leavers) in educational activities t

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Bettencourt-Dias, Mónica, Ana Godinho Coutinho, and Sofia Jorge Araújo. "Strategies to promote science communication: organisation and evaluation of a workshop to improve the communication between Portuguese researchers, the media and the public." Comunicação e Sociedade 6 (December 21, 2004): 89–112. http://dx.doi.org/10.17231/comsoc.6(2004).1230.

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As western societies become increasingly dependent on scientific and technological developments, the full exercise of citizenship requires the ability to understand those developments. Scientists should be able to make this progress meaningful to different communities and to discuss its implications. However, science communication is still not part of the formal education of researchers. We organized a pioneering workshop in Portugal, Comunicar Ciência (‘Comunicating Science’), at the Gulbenkian Institute of Science (10-12 September 2003). In this workshop, 17 Portuguese scientists, from PhD s

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Correa, Patrícia. "THE PORTUGUESE APPROACH ON UNDOCUMENTED MIGRANTS ACCESS TO HEALTHCARE DURING THE PANDEMIC." j2 4, no. 1 (2021): 115–26. http://dx.doi.org/10.29073/j2.v4i1.327.

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Despite being an old problem, the current coronavirus outbreak has shed a light on the lack of access to proper healthcare by undocumented migrants, which is one of the many violations of fundamental rights they face not only in Europe, but also all over the world. However, amidst the global response to the pandemic, the Portuguese policy of granting those migrants full citizenship rights in order to ensure full healthcare coverage has been a much-applauded one. It was of great value to public health and to the protection of other fundamental rights of migrants. This essay addresses the subjec

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Boeri, Andrea, Saveria Olga Murielle Boulanger, Danila Longo, and Beatrice Turillazzi. "Decarbonization Roadmaps and Community Transition Pathways: empowering Energy Citizenship in the EU." IOP Conference Series: Earth and Environmental Science 1402, no. 1 (2024): 012010. http://dx.doi.org/10.1088/1755-1315/1402/1/012010.

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Abstract The European energy transition is currently emphasizing advancements in regulations and technologies, with a focus also on social justice. Citizens are perceived as key players in the energy systems, as their direct involvement can contribute to the wide spread of improved behaviours and clean energy production. This paper explores Community Transition Pathways (CTPs), an innovative instrument to support energy citizenship effectively. CTPs guide citizens through structured paths, addressing diverse communities. Grounded in energy citizenship theories, the concept integrates insights

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Pinto-Coelho, Zara, Anabela Carvalho, and Eunice Castro Seixas. "News discourse and readers’ comments: Expanding the range of citizenship positions?" Journalism 20, no. 6 (2017): 733–51. http://dx.doi.org/10.1177/1464884917707595.

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Little attention has been paid to the relation between citizens’ representation in news media and citizen participation in readers’ comments, and to the roles both discourses may play in fostering public engagement in official consultation processes. This article offers a discursive analysis of these questions by focusing on how commenters, through their uses of language in connection with news texts, address the political ordering of news discourse and their positioning therein. Using Critical Discourse Analysis and other interaction-oriented forms of discourse analysis, we examine, first, th

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Schmidt, Luísa, Joaquim Gil Nave, Tim O'Riordan, and João Guerra. "Trends and Dilemmas Facing Environmental Education in Portugal: From Environmental Problem Assessment to Citizenship Involvement." Journal of Environmental Policy & Planning 13, no. 2 (2011): 159–77. http://dx.doi.org/10.1080/1523908x.2011.576167.

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