A formação contínua de professores em Portugal, regulada em vários dispositivos legais, pretende favorecer dinâmicas de actualização e aprofundamento do conhecimento necessário para o exercício da profissão docente, bem como desenvolver intervenções inovadoras nos contextos de desempenho profissional. Procuramos neste texto, com base no enquadramento legal e conceptual da formação contínua de professores e dos mode-los de formação, produzir uma reflexão sobre as práticas e discutir o papel e a importância da reflexão para o desenvolvimento profissional.

This paper is part of a research study undertaken with Portuguese teachers. The main objective is to understand the impact of recent educational legislation on the quality of teaching and the professional development of teachers. In this context the following research questions were formulated: 'Do the education policies of the government encourage teacher development?', 'Will opportunities for teacher development be created in schools?', 'Will the goal of improving the quality of teaching be achieved in education contexts sustained by teaching malaise?' This paper seeks to explain the perceptions of elementary school teachers recounted in written and oral biographical narratives and in three discussion groups set up for the purpose. The professional experiences recounted by the teachers suggest outcomes different from those foreseen by educational policymakers, thus emphasising the weaknesses and inapplicability of the core objectives established by recent Portuguese legislation.

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In Portugal, as in other countries, questions regarding social mediation for promoting personal development and autonomy, citizenship and cohesion and as a methodology of communication, facilitation and interaction between people and groups, have developed in various areas of social organisations. Mediation practices have been strengthening their conceptual and empirical grounding for the following reasons: an increased recognition of their social and educational potential, and as a result of the high level of fragility regarding the stability, convenience, and social cohesion of current society. Mediation, as a qualification and empowerment of individuals, is centred on people, social groups, and communication skills for coping with multiple problems. Mediation is, therefore, recognised as a potential practice that increases the development of a desire in individuals and groups to construct the dynamics of non-violent and participatory interactions. Bearing in mind the relevance of mediation practices and mediator actions in social and educational contexts, Portuguese socio-educational mediators have been studied with the aim of characterising the Portuguese reality concerning elements and figures of socio-educational mediation, focusing on a perceived social and professional identity. This article presents and discusses the importance of mediation in education and the knowledge that mediators recognise as important for their activity.

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As sociedades contemporâneas apresentam-se numa diversidade abrangente e pluriforme – de pessoas, de culturas, de pensamentos, de movimentos…

This research aimed to analyze the perception of conflict in universities and the ways of dealing with it in relation to the 17 Sustainable Development Goals of the United Nations. The research was developed from a quantitative approach in three universities in two European countries: the University of Murcia and Complutense University of Madrid (Spain) and University of Minho (Portugal). The sample consisted of 247 university students and the technique used was an ad hoc survey administered online. Among the main research results we can highlight that (a) the perception of conflict is mostly negative; (b) there are predictive variables in the positive view of conflict; and (c) university students clearly identify the peaceful resolution of conflicts with some of the Sustainable Development Goals. The main conclusions are that conflict is inherent to any organization and the university must be sensitive to the conflicts that occur within it. It is therefore necessary to create intra-university mediation services as a conflict resolution resource for the entire university community. Training and a positive view of conflict favors the construction of a citizenry capable of dialogue and of resolving the conflicts that arise in their adult life.

As últimas quatro décadas têm sido progressivamente marcadas por uma atenção e investimento na formação, nomeadamente de jovens e adultos, particularmente a partir da década de noventa do século passado, com o acentuado e persistente discurso da importância da formação-aprendizagem ao longo da vida. Partindo desta constatação, discutiremos neste artigo alguns dos pressupostos subjacentes aos discursos da formação e da aprendizagem ao longo da vida. Procuramos evidenciar fragilidades e controvérsias que têm estado presentes, tanto nos discursos como nas práticas, e identificar alguns desafios que se colocam ao campo da formação, reconhecendo, tal como Pineau (2004), que os tempos formadores são demasiadamente importantes para serem apenas os das formações instituídas. Assim, procuraremos desocultar e reabilitar o ponto de vista do adulto que se forma e pensar sobre a dinâmica de formatividade que não se esgota no âmbito da institucionalização da formação. Incidiremos a nossa análise e reflexão na importância da interação entre percursos de formação e trajetórias de vida, evidenciando a relevância da experiência na aprendizagem dos adultos e na construção de saberes. Esta análise permite-nos, também, salientar a importância e necessidade dos contextos de formação (formais e não formais) tomarem em consideração a autoria dos sujeitos da/em formação, dimensão fundamental para o seu (auto)reconhecimento social e para a (re)construção de identidades.