DSpace Community:https://hdl.handle.net/10216/20222026-04-17T08:08:26Z2026-04-17T08:08:26ZTurning Challenges into Strengths: Understanding and Improving Executive Functions in Children with ADHDhttps://hdl.handle.net/10216/1740192026-04-14T06:47:00Z2026-03-20T00:00:00ZTitle: Turning Challenges into Strengths: Understanding and Improving Executive Functions in Children with ADHD2026-03-20T00:00:00ZInternacionalização em contexto escolar: Potenciar a diversidade e internacionalização na formação de professoreshttps://hdl.handle.net/10216/1738082026-04-14T06:46:37Z2025-01-01T00:00:00ZTitle: Internacionalização em contexto escolar: Potenciar a diversidade e internacionalização na formação de professores
Abstract: This chapter aims to present and discuss the Continuing
Training Unit (UFC) Internationalisation at home: Promoting diversity
and internationalisation in teacher training, which results from
the participation of its pedagogical team in the ERASMUS+
DITE project - Diverse Internationalisation of Teacher
Education (2021-1-PL01-KA220-HED-000031129). It is
aimed at promoting the dimensions of inclusion and internationalisation
in Initial Teacher Education (ITE), aiming
to provide trainees with the ability to work from international
positions and towards welcoming diversity.
This UFC understands internationalisation in Teacher
Education (FP) as an intentional process that aims to ensure
the quality of teaching and research in students, technicians,
and staff of the institutions where it develops, which
will extend as a significant social contribution. In this sense,
it becomes relevant to provide students of ITE courses with
the ability to work from international positions, today referred
to as global and multicultural.
Therefore, the work of this UFC is based on a strong interdisciplinary
approach, inviting students from the different
Organic Units (UO) of the University of Porto to deepen
their competences to work in increasingly plural educational
contexts and societies. The encouragement of interdisciplinary
work is reflected in the composition of the teaching team
itself, which brings together trainers from the five UO that
ensure ITE at the University of Porto.
Description: O presente trabalho tem como objetivo apresentar e discutir
a unidade de formação contínua (UFC) Internacionalização
em contexto escolar: potenciar a diversidade e internacionalização na formação de professores (ICE), que resulta da participação
da sua equipa pedagógica no projeto ERASMUS+ DITE
- Diverse Internationalisation of Teacher Education
(2021-1-PL01-KA220-HED-000031129) e está orientada
para a promoção das dimensões da inclusão e da
internacionalização na Formação Inicial de Professores (FIP),
objetivando proporcionar aos formandos a capacidade
de trabalhar a partir de posições internacionais e orientadas
para o acolhimento da diversidade.
Esta UFC compreende a internacionalização na
Formação de Professores (FP) como um processo intencional
que pretende assegurar a qualidade do ensino e da investigação
nos estudantes, técnicos e funcionários das instituições
onde esta se desenvolve, que se estenderá como um contributo
social significativo. Neste contexto, torna-se relevante
proporcionar aos estudantes dos cursos de FIP a capacidade
de trabalhar a partir de posições internacionais, hoje referidas
como globais e multiculturais. Por conseguinte, o trabalho desta UFC elabora-se a partir
de um forte pendor interdisciplinar, convocando estudantes
de mestrados em ensino das diferentes unidades orgânicas
(UO) da Universidade do Porto a aprofundarem as suas
competências para atuar em contextos educativos e sociedades
cada vez mais plurais. O incentivo ao trabalho interdisciplinar
está plasmado na própria composição da equipa pedagógica
que reúne formadores das cinco UO que asseguram
a FIP na Universidade do Porto.2025-01-01T00:00:00ZPrescrição culturalhttps://hdl.handle.net/10216/1738052026-04-14T06:46:37Z2025-01-01T00:00:00ZTitle: Prescrição cultural
Abstract: Art and culture play a fundamental role in several aspects
of human life, including health, as evidenced by the World
Health Organization's report (Fancourt & Saoirse, 2019).
Cultural prescription, which advocates that health professionals
can prescribe cultural and artistic experiences to promote
well-being, has been adopted and studied in international
contexts, due to the growing recognition of its positive impact
on different spheres of human life (Jensen et al, 2024). Given
the absence of this dimension in the curricular units (UC)
of University of Porto courses, the creation of this UC addresses this need, focusing on the development of transversal
skills in the area.
The multidisciplinary nature of the syllabus, the contact
with teachers from different areas in different venues
and the translation of theory into lived experiences provide
an enriching training opportunity for students, redefining
and expanding the learning spaces into the cultural sphere,
and fostering a networked collaboration between the university,
cultural institutions, and civil society, with significant
formative and relational potential. Thus, this experience provides,
on the one hand, the interdisciplinary appropriation
of scientific knowledge on the relationship between art and
health and the relevance of cultural prescription for the individual
and for society and, on the other, personal and attitudinal
development, nourished by content and methods based
on humanistic, relational and collaborative perspectives, experienced
in workshops and in the development of cultural prescription
projects.
The transdisciplinary nature of the course has also fostered
scientific, disciplinary and pedagogical synergies between lecturers,
through the joint preparation and orientation of sessions,
in an innovative partnership between higher education
lecturers, scientists and artists.
Description: A arte e a cultura desempenham um papel fundamental
em diversos aspetos da vida humana, nomeadamente
na saúde, como evidencia o relatório da Organização Mundial de Saúde (OMS) (Fancourt & Saoirse, 2019). A prescrição
cultural, que preconiza que profissionais de saúde
possam prescrever experiências culturais e artísticas para
promoção do bem-estar, tem vindo a ser adotada e estudada
no contexto internacional, justamente pelo reconhecimento
crescente do seu impacto positivo em diferentes esferas
da vida humana (Jensen et. al., 2024). Dada a ausência
desta dimensão nas unidades curriculares (UC) dos cursos
da Universidade do Porto, a criação desta UC vem colmatar
este hiato, orientando-se para o desenvolvimento de competências
transversais a partir deste domínio.
O cariz multidisciplinar do plano de estudos, o contacto
com docentes de diferentes áreas em lugares diversificados e a
vivência prática da teoria configuram uma oportunidade formativa
enriquecedora para os estudantes, redefinindo e estendendo
os lugares de aprendizagem à esfera da cultura, promovendo
um trabalho em rede entre universidade, espaços
culturais e sociedade civil, com potencial formativo e relacional
significativo. Neste sentido, esta experiência proporciona,
por um lado, a apropriação interdisciplinar de conhecimento
científico sobre a relação entre arte e saúde e sobre a relevância da prescrição cultural para a pessoa e para a sociedade e,
por outro, o desenvolvimento pessoal e atitudinal, alimentado
por conteúdos e métodos alicerçados numa perspetiva humanista,
relacional e colaborativa, ensaiada em workshops e na
elaboração de projetos de prescrição cultural.
A transdisciplinaridade da UC tem sido também promotora
de sinergias científicas, disciplinares e pedagógicas entre
os docentes, através da preparação e dinamização conjunta
das sessões por elementos de diferentes unidades orgânicas
e/ou de diferentes campos de atuação profissional, numa
parceria inovadora entre docentes do ensino superior, cientistas
e artistas.2025-01-01T00:00:00ZHistory teaching based on the theory of multiple intelligences: the story of an action research case studyhttps://hdl.handle.net/10216/1739042026-04-10T06:46:40Z2024-01-01T00:00:00ZTitle: History teaching based on the theory of multiple intelligences: the story of an action research case study2024-01-01T00:00:00ZEmpregabilidade ao longo da vidahttps://hdl.handle.net/10216/1733792026-04-10T06:46:22Z2025-01-01T00:00:00ZTitle: Empregabilidade ao longo da vida2025-01-01T00:00:00ZOn democracy and social justice in educational contexts following Bernstein's proposal: a systematic literature review on pedagogic rightshttps://hdl.handle.net/10216/1631672026-04-10T06:46:16Z2024-01-01T00:00:00ZTitle: On democracy and social justice in educational contexts following Bernstein's proposal: a systematic literature review on pedagogic rights
Abstract: This article presents a systematic literature review on Basil Bernstein's concept of pedagogic rights and their realisation in educational environments. The materialisation of pedagogic rights is a basic condition for guaranteeing students a socially just and democratic educational experience. Addressing Bernstein's three pedagogic rights - enhancement, inclusion, and participation - the research aimed to establish potential points of contact between the studies carried out, which would make it possible to understand the conditions that promote (or limit) students' access to pedagogic rights in a school context, as well as to reflect on the consequences they identify concerning whether or not these rights are guaranteed. Following the PRISMA protocol, the search was employed on the Scopus, Web of Science, ERIC, and EBSCO databases. Of the 1092 studies identified, 21 were considered for analysis. Among other things, the results showed a notable geographical dispersion and an eminently qualitative tendency in the studies that collected empirical material; the findings were that the distribution of pedagogic rights tends to be insufficient in educational contexts, being lower in marginalised or vulnerable environments; and that non-commitment to these rights seems to encourage the tendency to reproduce the social order in educational contexts.2024-01-01T00:00:00ZFrom powerful knowledge to powerful thinking: on how to empower students through pedagogy and curriculumhttps://hdl.handle.net/10216/1723242026-04-10T06:45:57Z2025-01-01T00:00:00ZTitle: From powerful knowledge to powerful thinking: on how to empower students through pedagogy and curriculum
Abstract: Within the framework of the educational and curricular debate, the notion of powerful knowledge has been highlighted in response to more student-centred or more performative ones. However, education today is faced with new challenges, related to algorithms, disinformation, and artificial intelligence, which can change the relationship between knowledge and knowers. To respond to these challenges, in this article, we suggest a new approach to this debate, focused on what we define as powerful thinking. We construct this concept from a reinterpretation of Kohlberg's theory of moral development, in communication with Damasio's perspectives regarding the construction of knowing, Bernstein's concept of pedagogic rights, and his thoughts regarding school (un)success. It also involves a reframing of the power inherent in powerful knowledge, transporting it to the realm of reasoning. Thus, we arrive at a conception of powerful thinking, based on a dialectical relationship between the different levels of defined reasoning structures-preconventional, conventional, and postconventional-which become increasingly elaborate throughout this dialectic. With this theoretical essay, we hope to contribute to a deeper discussion about curriculum and learning, following the transformative potential that schools can have in the development and emancipation of each individual in these challenging times.2025-01-01T00:00:00ZA Experiência vivida por jovens estudantes em Mobilidade Europeia de Longa Duração. Implicações no Desenvolvimento do Perfil dos Alunos à Saída da Escolaridade Obrigatóriahttps://hdl.handle.net/10216/1738452026-04-06T06:38:37Z2026-02-05T00:00:00ZTitle: A Experiência vivida por jovens estudantes em Mobilidade Europeia de Longa Duração. Implicações no Desenvolvimento do Perfil dos Alunos à Saída da Escolaridade Obrigatória2026-02-05T00:00:00ZNeuropsycophysiological and functional correlates of brain activity in cannabis users and their recovery with abstinence.https://hdl.handle.net/10216/1738372026-04-02T06:35:03Z2026-02-27T00:00:00ZTitle: Neuropsycophysiological and functional correlates of brain activity in cannabis users and their recovery with abstinence.2026-02-27T00:00:00ZDyadic expectations of cooperation and support in the transition to parenthoodhttps://hdl.handle.net/10216/1737652026-03-25T07:36:18Z2026-01-01T00:00:00ZTitle: Dyadic expectations of cooperation and support in the transition to parenthood2026-01-01T00:00:00ZAnticipating the division of labour during the transition To coparenthood: a cross-national qualitative studyhttps://hdl.handle.net/10216/1737582026-03-25T07:36:55Z2026-01-01T00:00:00ZTitle: Anticipating the division of labour during the transition To coparenthood: a cross-national qualitative study2026-01-01T00:00:00ZSelling passion: impulse buying of team-licensed merchandise as a consequence of social comparisonhttps://hdl.handle.net/10216/1737532026-03-24T07:44:46Z2026-01-01T00:00:00ZTitle: Selling passion: impulse buying of team-licensed merchandise as a consequence of social comparison2026-01-01T00:00:00ZUm outro lado dos recreios escolares: dos conflitos entre crianças á construção de competências sociomorais e políticashttps://hdl.handle.net/10216/1628242026-03-23T07:36:29Z2024-10-14T00:00:00ZTitle: Um outro lado dos recreios escolares: dos conflitos entre crianças á construção de competências sociomorais e políticas2024-10-14T00:00:00ZA CBT-based transdiagnostic perspective on sexual distress: Exploring psychological distress, psychological processes and sexual function in a mixed-methods designhttps://hdl.handle.net/10216/1737372026-03-23T07:36:20Z2026-03-09T00:00:00ZTitle: A CBT-based transdiagnostic perspective on sexual distress: Exploring psychological distress, psychological processes and sexual function in a mixed-methods design2026-03-09T00:00:00ZLes valeurs de bien commun dans les débats sur le cours de lŽactivitéhttps://hdl.handle.net/10216/1737052026-03-21T07:52:47Z2026-01-01T00:00:00ZTitle: Les valeurs de bien commun dans les débats sur le cours de lŽactivité2026-01-01T00:00:00ZPerfil cognitivo na Esclerose Múltipla: Caracterização longitudinal do défice cognitivo nos fenótipos da doençahttps://hdl.handle.net/10216/1736422026-03-21T07:52:38Z2026-02-12T00:00:00ZTitle: Perfil cognitivo na Esclerose Múltipla: Caracterização longitudinal do défice cognitivo nos fenótipos da doença2026-02-12T00:00:00ZRelação entre Saúde Mental e Suporte Online de Jovens em Portugalhttps://hdl.handle.net/10216/1736782026-03-21T07:52:03Z2025-11-13T00:00:00ZTitle: Relação entre Saúde Mental e Suporte Online de Jovens em Portugal
Abstract: Mental health is a central topic in today's world, especially among young people.
Global data reveal that suicide is among the three leading causes of death in adolescents and
young adults aged 15 to 29, which reinforces the importance of understanding how they seek
and receive support.
The digital age has brought new challenges and different support strategies, such as
online peer support. Young people find in these spaces opportunities to share similar life
experiences, seek advice to reduce emotional distress, and develop bonds with other peers.
Given that this is an emerging phenomenon, the present study aims to understand young
people's perceptions of online support and mental health, focusing on two main objectives:
(1) to explore perceptions of effectiveness, the benefits, the risks, and the impact that these
new support approaches have on young people's emotional well-being; (2) to analyze young
people's recommendations for improving online peer support in order to minimize risks and
strengthen the credibility, safety, and accessibility of these platforms.
This qualitative study aimed to explore young people's perceptions of online support
and mental health. The sample included nine participants (n = 9), eight female (88.9%) and
one male (11.1%), aged between 20 and 25 years (M = 22.2; SD = 2.11), all of whom had
previous or current experience with offline psychological support. The interviews were
conducted through online platforms and lasted between 18 and 81 minutes (M = 39.3; SD =
17.7).
Thematic analysis revealed seven subthemes, organized into three main themes. The
first theme, advantages and benefits, included three subthemes: accessibility,
immediacy/universalization, and anonymity. The second theme, disadvantages and risks,
comprised two subthemes: misinformation and judgment. Finally, the third theme,
suggestions for improvement, included two subthemes: encouraging the search for face-to-
face support and the training of moderators.
The results of this study highlight the importance of peer support, particularly
through online means, and underline the need for regulation and professional mediation to
minimize the risks associated with this type of support.
Keywords: Mental health, online peer support and young people.
Description: A saúde mental é um tema central na atualidade, sobretudo entre os jovens. Alguns dados revelam que em termos mundiais o suicídio está entre as três principais causas de
morte em adolescentes e jovens adultos dos 15 aos 29 anos, o que reforça a importância de
compreender como procuram e recebem apoio.
A era digital trouxe novos desafios e diferentes estratégias de apoio, como é o caso
do suporte de pares online. Os jovens encontram nestes lugares oportunidades de partilha de
experiências de vida semelhantes, procuram conselhos de forma a diminuir o mal-estar
emocional e desenvolvem vínculos com outros pares. Dado que se trata de um fenómeno
emergente o presente estudo pretende compreender as perceções dos jovens sobre o suporte
online e saúde mental, com enfoque em dois objetivos fundamentais: (1) explorar as
perceções de eficácia, os benefícios, os riscos e o impacto que estas novas abordagens de
apoio implicam no bem-estar emocional dos jovens; (2) analisar as recomendações dos
jovens para a melhoria do suporte de pares online, de modo a minimizar riscos e reforçar a
credibilidade, segurança e acessibilidade destas plataformas.
Este estudo, de carácter qualitativo teve como objetivo principal explorar as
perceções de jovens sobre o suporte online e saúde mental. Participaram nove jovens (n=9),
oito do sexo feminino (88.9%) e um do sexo masculino (11,1%), com idades entre os 20 e
os 25 anos (M = 22,2; DP = 2,11) e com experiência em acompanhamento psicológico offline
(passada e atual). As entrevistas foram realizadas através de plataformas online e tiveram a
duração entre 18 e 81 minutos (M = 39,3 ; DP = 17,7).
Na análise temática surgiram 7 subtemas, organizados em 3 grandes temas (figura
1). O primeiro tema vantagens e benefícios, divide-se em 3 subtemas: acessibilidade,
imediatismo/universalização e anonimato. O segundo tema, desvantagens e riscos, inclui 2
subtemas: desinformação e julgamento. Por fim, o terceiro tema, propostas de melhoria,
abrange 2 subtemas: incentivo à procura de apoio presencial e formação de moderadores.
Os resultados do presente estudo permitiram problematizar a importância do suporte
de pares, nomeadamente através do suporte online e da importância da regulamentação e da
mediação profissionalizada no sentido de minimizar os riscos desta tipologia de suporte.
Palavras-chave: Saúde mental, suporte de pares online e jovens2025-11-13T00:00:00ZFULLSENSE: an online intervention program for adults reporting sexual difficulties: a two-armed randomized controlled pilot trial protocolhttps://hdl.handle.net/10216/1736762026-03-21T07:52:00Z2026-01-01T00:00:00ZTitle: FULLSENSE: an online intervention program for adults reporting sexual difficulties: a two-armed randomized controlled pilot trial protocol2026-01-01T00:00:00ZPsicossociologia das instituições educativas: coletânea de textoshttps://hdl.handle.net/10216/1734552026-03-21T07:51:46Z2025-01-01T00:00:00ZTitle: Psicossociologia das instituições educativas: coletânea de textos2025-01-01T00:00:00ZCultural domination and resentment: Gramsci, Bourdieu and the democratic crisis in contemporary europehttps://hdl.handle.net/10216/1736742026-03-21T07:51:27Z2025-01-01T00:00:00ZTitle: Cultural domination and resentment: Gramsci, Bourdieu and the democratic crisis in contemporary europe2025-01-01T00:00:00Z