Journal articles: 'Citizenship – Portugal'

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Esteves, Maria Helena. "Geography Education and Citizenship Education in Portugal." SAGE Open 2, no. 4 (October 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 (September 27, 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 attached to coupledom, suggesting the notion of relational performativity as an analytical tool for interpreting cultural norms and expectations around partnering. The last section discusses citizenship and coupledom in light of the biographic narratives produced by LGBTQ polyamorous participants in the INTIMATE study in Portugal. Based on thematic analysis of these narratives, it is argued that the framework of intimate citizenship is not fixed, and the notion of relational citizenship is offered. Arguably, relational citizenship enables a gradual detachment from the strictly monogamous underpinnings of citizenship studies, hence offering an opportunity for further intellectual engagement with intimacy and diversity in the 21st century.

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Gaspar, Sofia, and Fernando Ampudia de Haro. "Buying Citizenship? Chinese Golden Visa Migrants in Portugal." International Migration 58, no. 3 (July 8, 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 (August 2011): 567–81. http://dx.doi.org/10.1080/09687599.2011.589191.

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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 reflected throughout the EU or low intensity with integration measures as seen in Portugal, cumulate in the denial (or concession) of certain categories of people from citizenship.https://doi.org/10.14195/1647-6336_15_6

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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. The comparison in this paper highlights how these two countries dealt with the loss of empire.

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Reiter, Bernd. "The perils of empire: nationhood and citizenship in Portugal." Citizenship Studies 12, no. 4 (August 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 (May 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 social rights, a factor which eventually contributed to the dictatorship's demise.

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Carvalho, Jaciara De Sá. "Conditions for a distance citizen education: an emancipatory proposition." Educação 40, no. 1 (May 31, 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 education proposing the following conditions: education by citizenship; collective work; mediated (dialectical mediation) dialogue by the world; participative and flexible design instructional; coherent study materials;and articulation with network social movements.

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Candeias, Pedro. "Cape Verde, let’s go: Creole rappers and citizenship in Portugal." Ethnic and Racial Studies 40, no. 3 (July 6, 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 (November 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 (March 2013): 87–109. http://dx.doi.org/10.1080/09695958.2013.805987.

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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 (November 2016): 531–53. http://dx.doi.org/10.1007/s11186-016-9281-z.

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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 (June 28, 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, and its highly organic, personal and multidimensional nature. It also depicts a nuanced understanding of terms and an increasing identification with global citizenship education as an umbrella term for practitioners' action and an alternative to the North–South and development narratives attributed to development education.

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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 (December 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? What obstacles do they encounter? And what can be done to improve the situation? Materials and Methods For this investigation, data were collected on the electronic pages of municipalities and political parties, as well as in the press, to monitor the evolution of the presence of women in Portuguese local government, initially as members of the administrative commissions appointed to manage municipal councils from 1974 to the first elections that took place on December 12, 1976 and then as elected representatives from 1976 to the latest 2017 local elections, comparing this level with central government. Results The study of this group reveals higher educational levels and more specialized jobs among women than among men, particularly in teaching and management. There is also discussion of partisan membership and it is revealed that left-wing parties invest more in women for local government than do right-wing parties. Discussion Although four decades have passed since the democratic regime was established, the representation of women in politics is still incipient. We present some examples of policy actions that can encourage the presence of women in local government and increase their role as active citizens.

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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 (October 2012): 647–64. http://dx.doi.org/10.1080/09540253.2012.695772.

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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 (November 21, 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 curricula. However, much of the citizenship education literature tells us that educators are conscious of the problematic nature of exploring citizenship identities. Drawing on both philosophical perspectives and an empirical investigation undertaken by one of the authors, this paper argues that issues of belonging may prove a useful way to explore wider conceptions of citizenship. The research was designed to examine how visual art and citizenship education could be combined to explore and extend children’s notions of European identity, using data from Images & Identity, an EU-funded 2-year curriculum development project on citizenship and art education in the Czech Republic, England, Ireland, Germany, Malta and Portugal.

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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 (March 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 trainees have a Portuguese citizenship. Almost 2/3 did not have a short-mobility experience, and the majority never migrated to another country. Less than half consider staying in Portugal in the next years, and nearly 4/5 have considered leaving the country. Working conditions ranked first as the priority condition to be improved in psychiatry in Portugal, followed by financial conditions. In fact, an attractive job for psychiatry trainees in Portugal must have as the most important feature a pleasant work environment.ConclusionsAn alarming percentage of psychiatry trainees from Portugal intend to migrate. Impact on future career, financial conditions of doctors, job opportunities and better working conditions were some of the motivating factors behind the migration.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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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 (October 10, 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 article highlights the processes of ethno-homogenisation and the related exclusions woven by Western European (post-)imperial nation states, which, until this day, fail to recognise full citizenship rights for millions of racialised people living within Europe’s borders.

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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 (October 30, 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 country has divergence in terms of the history of trans* activism and research, the article identifies significant similarities in the claims of activist groups in the UK and Portugal and the issues and questions under consideration in academic research on trans* and non-binary.

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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 (December 25, 2019): 228–46. http://dx.doi.org/10.1080/13621025.2019.1707483.

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Buettner, Elizabeth. "Europeanising Migration in Multicultural Spain and Portugal During and After the Decolonisation Era." Itinerario 44, no. 1 (March 27, 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 financial crisis and Europe's migration crisis of the 2010s serving as its vantage point, this article considers these topics as they intersect with issues that include nationality and citizenship, race and racism, and religion and Islamophobia in multicultural Spain and Portugal.

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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 (September 1, 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-determination. Using analysis of legislation and interviews of trans people and representatives of the LGBTQI+ movement conducted during two research projects spanning the last fifteen years, we analyse the macro-level transformations and how they are reflected, at the micro-level, in the trans people’s inclusion in or exclusion from legal recognition, and in the extension of this basic condition of citizenship.

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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 leaders perceive practices regarding young people and media and information literacy? What are the main challenges of digitalisation regarding social justice for young people facing vulnerable situations? Data were collected by a questionnaire submitted in 2020 to 120 teachers and school leaders from Portugal, Bulgaria, and Turkey, complemented by documental analysis. The results allow identifying the main strands of digital citizenship in education and the challenges of digital citizenship education. Despite the tendency of policies and European projects towards greater emancipation and empowerment of young people, the teachers and school leaders described practices that have aspects of a more regulatory nature. The conclusions supported the proposal of a model based on a critical approach with the aim of sustaining more inclusive and emancipatory digital practices, which favour greater conditions of social justice.

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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 (June 28, 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 current level of such structural changes. Through a comparative policy analysis, we investigated whether, to what extent, and how global citizenship education is integrated within primary school curricula. The article focuses on national governmental agencies – specifically two main bodies in each country, the ministries of foreign affairs and education – and their political discourses. We argue that the gap between the two traditions, with separate approaches, purposes, concepts and bureaucracies, represents a strategic political challenge for the introduction of global citizenship education in primary schools.

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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 (April 22, 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 behaviors. This study is a first attempt to propose a parallel multiple mediator model that explores the effect of hotel frontline employees’ perceptions of the importance of social responsibility, as well as the effect of employees’ identification with the organization, both of which act as mediators in the relationship between responsible leadership and OCB in the hospitality industry.

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Pękala, Joanna Ludwika, and Kamila Wichrowska. "The BRIDGING project – citizenship, partnership and holistic development." Problemy Wczesnej Edukacji 49, no. 2 (June 17, 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 approach. Additionally our intention is to introduce the preliminary results of the first Polish part of the BRIDGING project research. The study was conducted to investigate how the project is perceived by kindergarten teachers. Although only the first results are presented here, it is already quite evident what the specific areas of teachers’ sense of vocational self-efficacy are. The results show that our respondents value the experiences brought to them by the project. In their opinion BRIDGING gave them an opportunity to acquire knowledge about their city, neighbourhood and the partners’ countries. They also stated that the project has improved their skills of using ICT tools and various art techniques.

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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 (November 11, 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 in organisations based in Portugal. The hypotheses formulated in this study were tested by performing simple and multiple linear regressions. The results indicated that only increasing structural job resources and increasing challenging job demands established a positive and significant association with task performance. Increasing structural job resources, increasing social job resources, and increasing challenging job demands established a positive and significant association with citizenship performance and work engagement. Work engagement established a positive and significant association with task performance and citizenship performance. Only a partial mediating effect, through work engagement, was observed on the association between increasing challenging job demands and task performance, and between increasing social job resources and citizenship performance.

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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 (June 2011): 159–77. http://dx.doi.org/10.1080/1523908x.2011.576167.

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Ribeiro, Norberto, Carla Malafaia, Maria Fernandes-Jesus, Tiago Neves, and Isabel Menezes. "Europe as a Beacon of Democracy? Citizenship Policies Relating to Youth and Migrants in Portugal." Journal of Civil Society 10, no. 1 (January 2, 2014): 51–68. http://dx.doi.org/10.1080/17448689.2014.895605.

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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 that either focus or promote active citizenship in Southern Europe (Greece, Cyprus, Malta, Italy, Spain and Portugal). More specifcally the article explains the reasons behind low participation rates among vulnerable young adults in the region. South European countries are not yet showing any favourable conditions for increasing participation of the low-skilled unemployed young adults in such programmes. Some of the countries that were hit by economic depression in particular, face –not necessarily for the same reasons– major barriers for implementing policies to increase the number of low-skilled young adults in active citizenship oriented courses. The article concludes that one of the problems in promoting active citizenship through adult education activities is that the programmes delivered in the region are still not competence-based. Adult education is not high in the value system, and therefore low skilled young adults do not appear motivated to obtain such skills and competences. A key challenge therefore is to deliver a service that simultaneously meets the needs of the learners, provides sufcient responses to the needs of the local societies, and stimulates further demand.

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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 students to heads of research institutes, experienced a plethora of practical exercises organised by journalists and science communication experts from Portugal and the UK. Summary and follow-up evaluations show that scientists feel more confident in their communication skills and ability to participate in activities after the workshop. This work suggests that when targeting the right people, a small, low budget activity, such as this science communication workshop, can improve the participation of scientists in science communication activities.

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Correa, Patrícia. "THE PORTUGUESE APPROACH ON UNDOCUMENTED MIGRANTS ACCESS TO HEALTHCARE DURING THE PANDEMIC." j2 4, no. 1 (April 27, 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 subject from the perspective of the European Union framework, presenting an overview of migrants’ access to healthcare in Member States, especially in Portugal. Finally, it raises the question of the Portuguese approach of granting undocumented migrants access to healthcare during the pandemic can be the first step towards a more inclusive standard policy not only in Portugal, but also in Europe.

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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 (May 15, 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, the topics and the framing of voices in news coverage and, second, the interactional order, stance markers and style features of readers’ comments. Based on data regarding a policy plan on hydroelectric power in Portugal that was submitted to public consultation, we show that citizen positionings emerging from the interaction between news texts and comments change the balance of power within the discussion, but their participatory potential is restrained by traditional citizenship regimes.

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Claudino Nunes, Sergio, and Luís Filipe Mendes. "Project “We Propose!” Territorial citizenship and curricular innovation in portuguese geographical education." Didáctica Geográfica, no. 22 (December 1, 2021): 47–71. http://dx.doi.org/10.21138/dg.564.

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This paper considers the strengths of the project methodology for the construction of a more innovative, active and problematizing geographical education among Portuguese secondary students, through the critical reflection on the applicability of the Project “We Propose! / Nós Propomos!”, in the last five years. The methodological approach is based on a review of the national and international literature, a simplified content analysis of the last three curricular reforms in Portugal since the beginning of this century, and recourse to the explanation and interpretation of descriptive memories of the project. The scholarly significance of this study resides in the demonstration of how students are placed in contact with real-life geographers from the municipalities and local associations beyond the institutional and economic fabric of their surroundings and learn to value geographic knowledge and how geography can help in solving land use problems.

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Harte, Colin. "Book Review: Derek Pardue, Cape Verde, Let’s Go: Creole Rappers and Citizenship in Portugal." Journal of World Popular Music 5, no. 1 (March 26, 2018): 125–26. http://dx.doi.org/10.1558/jwpm.30565.

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Garrido Castellano, Carlos, and Otávio Raposo. "Bottom-up creativity and insurgent citizenship in “Afro Lisboa”: Racial difference and cultural commodification in Portugal." Cultural Dynamics 32, no. 4 (August 13, 2020): 328–51. http://dx.doi.org/10.1177/0921374020949057.

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This article analyzes recent audio-visual creativity by young Afrodescendants emerging out of the outskirts of Lisbon. We argue that those cultural productions are challenging unproblematic identifications of the Portuguese capital as a multicultural city shaped by African communities. Responding to issues of racism, police violence, and urban marginalization, but also to celebratory views of Portuguese society as exempt of racial discrimination, the communities inhabiting the neighborhoods of Cova da Moura and Quinta do Mocho are employing creative means to develop a positive identification of afro-diasporic communities. Engaging those means, this article places bottom-up creativity side by side to the activity of Lisbon cultural institutions such as museums and contemporary art centers. It also addresses the relevance of visual and musical creativity to counter the stereotypes and images frequently used to categorize racialized subjects and communities in Portugal. Finally, it explores the strategies employed by the residents of the above mentioned neighborhoods to struggle against the process of cultural gentrification Lisbon is going through.

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Araújo, Helena C., Antonina Tereshchenko, Sofia Branco Sousa, and Celia Jenkins. "Women in the driving seat: Eastern European immigrant women's citizenship, participation and educational inclusion in Portugal." Citizenship Studies 19, no. 3-4 (April 3, 2015): 384–99. http://dx.doi.org/10.1080/13621025.2015.1006577.

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Solovova, Olga. "Opening up ideological spaces for multilingual literacies at the margins of the Portuguese education system? Ethnographic insights from a Russian complementary school." International Journal of the Sociology of Language 2019, no. 259 (November 26, 2019): 161–90. http://dx.doi.org/10.1515/ijsl-2019-2043.

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Abstract Eastern European migration to Portugal is a relatively recent yet significant phenomenon due to its impact on national legislation and discourses about language, citizenship and identity. Along with other migration movements to Portugal, it has also brought about changes in state policies. The monolingual order within the Portuguese education system has been reinforced through the adoption of the notion of ‘Portuguese as a non-native language’ and the creation of different categories of speakers of ‘other’ languages. While these discourses predominate within the national educational system, other discursive spaces (such as complementary schools and playgroups) are being constructed, on the margins of Portuguese society, where other languages and literacies are being learned and used, alongside Portuguese. This paper presents some insights from longitudinal ethnographic research (2004–2013) that was carried out in a complementary school for Russian-speaking children in Portugal run by their parents and grandparents. It looks into the complex ways in which literacy ideologies and practices were reproduced, contested and negotiated in this particular discursive space. It also shows how students drew on the language, literacy and semiotic resources within their communicative repertoires in different ways as they responded agentively to tasks set by the teacher. The paper concludes with reflections on the potential of the complementary school as a “safe space” for fostering flexible multilingual pedagogies.

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Keating, Clara. "Discourses about language and literacy education in Portugal: past and present." International Journal of the Sociology of Language 2019, no. 259 (November 26, 2019): 15–38. http://dx.doi.org/10.1515/ijsl-2019-2037.

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Abstract This article presents a historical analysis of discourses about language and literacy that have emerged during different periods in the political and cultural history of Portugal. It covers six periods, from the colonial era to the present, and it considers different geopolitical spaces, including the Portuguese mainland, the Atlantic archipelagos, former Portuguese colonies and diasporic spaces created as a result of emigration from Portugal. The article traces three kinds of discursive shift: (1) shifts in discourses in Portuguese society regarding the goals of language and literacy education, along with associated discourses about appropriate language and literacy pedagogies; (2) shifts in discourses about the specific nature and significance of literacy in Portuguese; and (3) shifts in discourses about the value and symbolic power of standardized forms of spoken and written Portuguese. It shows how each historical period has been characterized by distinctive political and ideological currents which have, in turn, shaped and re-shaped ways of thinking about the role of language and literacy education in the definition of citizenship and national identity, in the construction of heritage, in the creation of a “modern” democratic state and, more recently, in the retooling of human resources to create a flexible labour force.

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Trovão, Susana Salvaterra. "Parental Transmission of Religion and Citizenship among Migrant Muslim Families in Mozambique, Portugal, United Kingdom and Angola." Journal of Muslim Minority Affairs 37, no. 2 (April 3, 2017): 129–46. http://dx.doi.org/10.1080/13602004.2017.1345102.

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Parron, Tâmis. "Escravidão e as fundações da ordem constitucional moderna: representação, cidadania, soberania, c. 1780-c. 1830." Topoi (Rio de Janeiro) 23, no. 51 (September 2022): 699–740. http://dx.doi.org/10.1590/2237-101x02305103.

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RESUMO Este artigo, redigido no campo da história conceitual, examina a relação entre a escravidão negra e os três conceitos políticos fundamentais do liberalismo na Era das Revoluções: representação, cidadania e soberania. Seu propósito é avaliar o peso do escravismo na organização constitucional do poder público no Brasil depois da Independência de 1822. Embora diversos estudos tenham avaliado a importância da escravidão para as fundações políticas do Brasil, com foco ora na construção da unidade nacional, ora na opção pela monarquia, as relações conceituais entre escravidão e ordem constitucional ainda permanecem pouco exploradas na historiografia. Como a história constitucional de um país é sempre parte de uma história global do constitucionalismo, este artigo explora o problema procedendo a uma história conceitual comparada das experiências constituintes escravistas atlânticas em cinco espaços políticos: Estados Unidos (1787), França (1789-1791), Espanha (1810-1812), Portugal (1821-1822) e Brasil (1823-1824).

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Hurst, Nicolas, and Carla Franco. "Documents and domains Aspects of Intercultural Education in English Language Teaching (ELT) in Portugal." Linguarum Arena 12 (2021): 63–76. http://dx.doi.org/10.21747/1647-8770/are12a4.

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The early learning of English in the state school network in Portugal has been the subject of a wide debate, which has not been exhausted by the introduction of English teaching as a curricular subject in the 1st cycle, in 2015, and which has helped to develop the intercultural awareness of a greater number of children. The new programmes and guideline documents emanating from the Ministry of Education, where objectives and areas of learning have been redefined, have been discussed and changed since the supranational imposition of the Common European Framework of Reference in 2001, with increasing allusions to the intercultural domain in learning English. Likewise, all the academic literature, from authors such as Byram (2006; 2009) and Guilherme . (2006), points to the centrality of intercultural competence in the learning of citizenship and curriculum construction since the first years of schooling. This article seeks to analyze the extent to which these intentions and visions of the “Intercultural Domain” have been incorporated into the reference curriculum documents and, in turn, will be structuring the experience of learning the English language by Portuguese children

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Monte, Teresa, and Pedro Reis. "Design of a Pedagogical Model of Education for Environmental Citizenship in Primary Education." Sustainability 13, no. 11 (May 26, 2021): 6000. http://dx.doi.org/10.3390/su13116000.

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Education for Environmental Citizenship plays an important role in social change toward sustainable development, achieving economic, social, and environmental balance through informed, cooperative, and participative citizens. There are several pedagogical models with the potential to involve students in environmental activities, but no specific model suitable for primary education is found. This article describes the preliminary investigation phase of a Design-Based Research that resulted in the development of the first prototype of a Pedagogical Model of Education for Environmental Citizenship in Primary Education (students aged 6 to 10 years), in Portugal. This preliminary investigation phase was based on a systematic analysis and literature review on the topic (thesis, articles, projects, and curricular guidelines for primary education), seeking to answer the following research questions: (1) According to the current world characteristics, which learning outcomes should an environmental citizen achieve, and which of them can be promoted in primary education? (2) What are the most appropriate teaching methodologies and strategies for promoting environmental citizen learning outcomes in primary education? The methodology used is presented, and the proposed prototype is described, along with the desired learning outcomes that are considered necessary for the formation of an Environmental Citizen and the most appropriate methodologies and educational activities to promote them.

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Frasquilho, Diana, Emily J. Ozer, Elizabeth M. Ozer, Cátia Branquinho, Inês Camacho, Marta Reis, Gina Tomé, et al. "Dream Teens: Adolescents-Led Participatory Project in Portugal in the Context of the Economic Recession." Health Promotion Practice 19, no. 1 (July 27, 2016): 51–59. http://dx.doi.org/10.1177/1524839916660679.

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This article describes the implementation process of a nationwide project to enhance young people’s participation and active citizenship in the context of Portugal’s economic recession. This project used an innovative Positive Youth Development approach that engaged Portuguese youth (aged 11-18 years) through social media tools to facilitate their civic engagement and development. Participants from all over the country were empowered (1) to design and conduct research activities on topics of their choice and about their life contexts and (2) to create ways to improve youth civic participation in their communities, while developing supportive interactions with adults and peers. Overall, youth were engaged in their activities, felt their voices were heard, and felt that they were viewed as experts of their own well-being and living contexts. Youth research actions and preliminary findings were then compiled in a set of recommendations that was formally received by a high commissioner of the Ministry of Health. The article concludes with a discussion of the next steps for the project and its limitations so far.

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Ribeiro, Norberto, Carla Malafaia Almeida, Maria Fernandes-Jesus, Tiago Neves, Pedro D. Ferreira, and Isabel Menezes. "Education and Citizenship: Redemption or Disempowerment? A Study of Portuguese-Speaking Migrant (and Non-Migrant) Youth in Portugal." Power and Education 4, no. 2 (January 2012): 207–18. http://dx.doi.org/10.2304/power.2012.4.2.207.

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Moura, Sofia, and Maria do Rosário O. Martins. "Determinants of Tetanus Vaccination among Adult Immigrants: Findings from the Portuguese National Health Survey 2014." International Journal of Environmental Research and Public Health 16, no. 9 (May 9, 2019): 1619. http://dx.doi.org/10.3390/ijerph16091619.

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Vaccination is an effective strategy to prevent tetanus, and in Portugal this service is provided free of charge. Despite this, immigrants reported lower tetanus vaccination coverage than did Portuguese natives. The objective of this study was to identify sociodemographic, migration-related, and access-to-care factors associated with tetanus vaccination coverage among adult immigrants, using data from the Portuguese National Health Survey 2014. For the sample of 1277 immigrants aged ≥18 years, we estimated self-reported tetanus vaccination within the preceding 10 years and its determinants using complex samples logistic regression. The overall self-reported tetanus vaccination coverage was 79.5% (95% CI: 75.8–82.8). Age (adjusted odd ratio (aOR) per 1 year age increase = 0.97, 95% CI: 0.95–0.99), higher household income per adult (aOR = 0.42, 95% CI: 0.19–0.96), having Portuguese citizenship (aOR = 2.30, 95% CI: 1.25–4.24), having private health insurance (aOR = 1.99, 95% CI: 1.06–3.71), and contact with family/general physician in the last 12 months (aOR = 1.59, 95% CI: 1.01–2.51) were associated with self-reported tetanus vaccination coverage among adult immigrants. We also found significant disparities in coverage between regions of residence. This study identified several determinants associated with self-reported tetanus vaccination coverage among adult immigrants in Portugal. These findings may help policymakers to design specific interventions to increase tetanus vaccination coverage among this population.

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Neves, Júlia. "Becoming a Migrant Mother: An Intersectional Approach to the Narratives of Cape Verdean Women in Portugal." Social Sciences 11, no. 2 (January 29, 2022): 55. http://dx.doi.org/10.3390/socsci11020055.

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Becoming a mother in the context of migration configures itself as a dynamic process of identity constitution that raises questions about citizenship, belonging, and migration policies. Furthermore, it is a process that involves a new set of maternal positions and practices that are composed through possibly conflicting cultural values. Based on the occurrence of unplanned pregnancies, this study sought to analyze the dimensions crossed by this event through an intersectional perspective of the narratives of Cape Verdean immigrant women who had children in Portugal, focusing on gender, migration, race/ethnicity. In-depth interviews were conducted with nine women, born in Cape Verde and residing in Greater Lisbon, through the Biographic-Narrative Interpretative Method (BNIM), which enabled an approach to the different dimensions that intersect in life stories of becoming an immigrant mother. Thematic analysis was chosen as an analytical tool, and the framework provided by intersectionality allows us to see the multiple identities that shape the processes of becoming a migrant mother. The results brought to light themes and issues that overlap and make motherhood more complex in the context of migration, highlighting and reinforcing the conditions of inequality.

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Formenti, Ambra. "Holy Strangers." African Diaspora 10, no. 1-2 (September 20, 2018): 46–71. http://dx.doi.org/10.1163/18725465-01001003.

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Abstract This article explores the religious lives of migrants in the African diaspora by focusing on the case of the Missão Evangélica Lusófona (MEL), a congregation settled on the outskirts of Lisbon and formed by migrants from Guinea-Bissau and other Portuguese-speaking countries. MEL is portrayed as an example of how Christian faith enables African believers to cross transnational spaces and to create new spiritual placements in the local environment they inhabit. Against the background of postcolonial Portugal, MEL’s mission discourses are analysed as narratives of moral empowerment that invert the stigmatizing representations of African migrants expressed by their Portuguese-born neighbours. Through these narratives, it is suggested, Evangelical Guinean migrants are able to face their historical and social condition of marginality, by developing a spiritual citizenship grounded in the idea of a Lusophone space of mission.

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Journal articles on the topic 'Citizenship – Portugal'

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