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 wellbeing 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 660679H PPXXX10.1177/1524839916660679Health Promotion PracticeFrasquilho et al. / Dream Teens research-article2016
RESUMOEstudos recentes têm vindo a identifi car a necessidade de promover a "voz" dos jovens, bem como a importância da sua integração enquanto participantes ativos no processo de investigação. Contudo, em Portugal, são diariamente tomadas diversas decisões relacionadas com os jovens, nas quais estes não possuem qualquer poder de opinião ou decisão. O Dream Teens surgiu como resposta a essa necessidade. Iniciada em março de dois mil e catorze, essa rede de jovens portugueses, com idades compreendidas entre os onze e os dezoito anos, forneceu uma estrutura de apoio para que as suas ideias fossem ouvidas, promovendo a participação social e o espírito empreendedor em contextos e cenários políticos, nas áreas da educação e saúde. Neste estudo de identifi cação das necessidades dos jovens e de estratégias de abordagem dos problemas da sua geração, recolhidos com base na discussão ativa de temas relacionados com a saúde, bem-estar e sociedade, é apresentada uma categorização da "voz" dos jovens. Assim, com base numa aná lise exploratória e criteriosa, de teasers/desafi os lançados no grupo Facebook do projeto, são apresentados exemplos da "voz" dos jovens às categorias e subcategorias com um maior número de respostas, as quais se destacam: os amigos no nível relacional, e o pensamento crítico relacionado com a sociedade no nível cognitivo. O pensamento crítico relacionado com a escola, pertencente ao nível cognitivo, foi o assunto menos comentado nestes discursos. São ainda apresentadas implicações desse projeto na participação social/ cidadania ativa. Palavras-chave:Debate; Desafi os; Jovens; Participação Social; Promoção da Saúde; "Voz". ABSTRACTRecent studies have identifi ed the need to promote the youth "voices", as well as the importance of their integration as active participants in the research process. However, in Portugal, a number of youth-related decisions are taken on a daily basis in which youth have no power of opinion or decision. Dream Teens emerged as a response to this need. Started in March two thousand fourteen, the network of Portuguese youth with ages between eleven and eighteen years old, provided a support structure so that their ideas could be heard, promoting their social participation and entrepreneurship in contexts and political scenarios in the areas of education and health. In this study of youth needs and strategies identifi cation, to approach the problems of their generation, gathered on the basis of active discussion of issues related to health, well-being and society, a categorization of youth "voice" is presented. Thus, based on an exRevista Saúde e Desenvolvimento Humano -ISSN 2317-8582
The aim of this study was to understand what children's and adolescents' worries are and the strategies used to face them. Two studies were carried out. Study one had a sample of 1,207 Portuguese children and adolescents, 48.4% boys, attending 5th to 9th grades, mean age 12.5, participated in a first approach to children and adolescents' theories about worries and coping with worries. Study two had a sample of 527 Portuguese children and adolescents, 46.8% boys, 5th to 9th grades, mean age 12.4, aimed to replicate study one and to go in depth on worries and coping and gender differences. Confronted with questions about the frequency of worries, the impact of worries, the kind of worries and how to cope with them, it was clear that the majority of children and adolescents get worried frequently, part of them let worries interfere significantly in their lives, and the best coping strategy is distraction, less frequently they seek social support, try to calm down or engage in health compromising behaviours such as drinking or eating or being violent. Other strategies were reported but none of them was frequent as these ones. Family, peers (getting supported) and leisure time (getting distracted) are important issues in young people's well-being but they play differential roles. School seems part of "the problem" but never "part of the solution". The role of personal competences such as resilience, self-regulation, and problem-solving appears less frequently in these age groups. Mental health is a forgotten area in health promotion in schools, but indeed being worried frequently without being able to solve worrying issues does not contribute at all for children and adolescents' well being and furthermore is able to interfere with the so feared school success. The implications for health promotion interventions in families and in schools are discussed.
MATERIALIZAÇÃO DAS POLÍTICAS DE EDUCAÇÃO DO CAMPO: a relação entre professores e Diretrizes da Educação do Campo em CascavelResumo: Este artigo apresenta dados de uma pesquisa de mestrado que buscou compreender, a partir de uma contextualização histórica, se as conquistas alcançadas pelas políticas educacionais do campo vêm se materializando dentro das escolas. Foram sujeitos da pesquisa, os professores de Matemática das Escolas Estaduais do Campo de Cascavel/PR. Buscou compreender se estes docentes conhecem as Diretrizes Curriculares da Educação do Campo, documento que representa as políticas educacionais para essa modalidade no Paraná, e se seguem suas orientações. Foram realizadas entrevistas semiestruturadas com todos os docentes (19) de Matemática destas escolas e por meio da Análise de Conteúdo (BARDIN, 1977) concluiu que apenas 15% deles conhecem o documento, mas não o utilizam por entenderem-no inadequado frente à especificidade da escola na qual trabalham. Palavras-chave: Diretrizes Curriculares da Educação do Campo, Educação Matemática, processos de ensino e de aprendizagem. MATERIALIZATION OF COUNTRYSIDE EDUCATIONAL POLICIES: relationship between teachers and Curricular Directives of Countryside Education in CascavelAbstract: The present essay presents data of a Master's Degree research which aimed understanding if the results achieved by the countryside educational policies have been surfacing inside schools. To implement the research it was necessary to use an indenture, which delimited as research subjects' Mathematics teachers from the countryside State Schools from Cascavel/PR. We aimed understanding if the professors know the Curricular Directives of Countryside Education, document which represents the educational policies of Countryside education in Paraná State, and if their orientations have been followed. There were carried out semi-structured interview with all the nineteen Mathematics professors from those schools and by means of a Content Analysis (BARDIN, 1977) we concluded that only 15% of them know such document, but even they do not use it because they understand it was inadequate face the specificity of the school in which they work.
Este artigo aborda a necessidade de um trabalho pedagógico dentro da modalidade Educação do Campo, especifi camente no ensino da matemática. Busca justifi car a defesa por um trabalho diferenciado, que tome como ponto de partida o conhecimento matemático do aluno e permita a sua ampliação de tal forma que os conhecimentos matemáticos adquiridos sejam realmente úteis em sua vivência de cidadão. A partir das Diretrizes Curriculares da Educação do Campo, este trabalho apresenta os pontos principais do desenvolvimento da Metodologia da Mediação Dialética, a qual possibilita estabelecer relações entre os diferentes saberes do aluno e do professor, de forma que o aluno possa superar seu conhecimento imediato sobre o mundo, pelos conhecimentos matemáticos historicamente construídos pelo homem. Palavras-chave: Educação do Campo. Matemática. Metodologia da Mediação Dialética.
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