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The demographic data and projections show that the world is ageing at a high pace and that this has transversal consequences to society. The available data on ageism show that it constitutes the most prevalent form of discrimination in Europe. Whilst this seems logical because ageism, potentially, affects everybody (unlike sexism or racism), public debates on the phenomenon are rare. The awareness of people of its importance is minimal, the resources and investigation devoted to understanding it are relatively small and the initiatives towards combating ageism are not enough. There is a mismatch between the dimension of the phenomenon and the attention that we have given it. Ageism has various negative consequences for the older adults themselves; for the institutions at large (but especially for the working world institutions) and for countries. In a fast-ageing world that will witness structural changes in age groups, ageism is a complex phenomenon that needs to be counteracted. So far, in Europe, combating ageism through law and public policy seems to have produced poor results. However, the literature shows that adult education and learning can provide very effective means to improve the mutual knowledge between generations, combat myths and prejudice and deconstruct age-based stereotypes.

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Terceira Island hosts a Carnival that enjoys unique features in the landscape of European folklore. It involves a major share of the resident population, it takes place on stages scattered all over the island, and it involves a blend of dancing, music, and acting. This paper presents the preliminary results of a collaborative project between native and foreign scholars, with the activist goal of providing Terceira’s Carnival with visibility in order to ensure its preservation. Documentary evidence and fieldwork activities undertaken in 2020 provide grounds to interpret Terceira’s Carnival as a multi-modal endeavour that nurtures social cohesion through mythopoesis, subversion of hegemonic roles, and the distribution of leadership to folk elites. As such, we argue that Terceira’s Carnival does not fit traditional scholarly views on European Carnivals. Additionally, we show that, thanks to its ability to trigger identity-making processes, this Carnival is a case for cultural sustainability: in fact, it ensures the preservation of communal bonds in face of changing global and regional social landscapes.

ResumoO desenfreado desenvolvimento científico e biotecnológico que se verifica ao longo da segunda metade do século XX e inícios do século XXI tem suscitado numerosas questões relativamente à preservação da integridade e dignidade da vida humana e à salvaguarda de toda a espécie de vida futura no planeta Terra. A preocupação com a existência de Vida, tanto no presente como no futuro, exige a presença de uma (bio)ética cívica global, que favoreça o desenvolvimento de um agir eticamente responsável do cidadão do século XXI. Este tem sido classificado como um ser apático e inerte, pouco preocupado com o futuro da humanidade. Tal situação induznos a refletir sobre o terá conduzido a que numa sociedade democraticamente livre exista tanta inércia social. Do nosso ponto de vista, consideramos que a afirmação da liberdade como background da sociedade atual se releva insuficiente para a manutenção de uma cidadania ativa. Neste sentido, entendemos que é necessário que a ética da responsabilidade se afirme como princípio estruturante dos cidadãos comprometidos e empenhados com o desenrolar da vida comunitária, que se pretende global, justa, solidária. Assim, neste artigo, para além de analisarmos a pertinente exigência da (bio)ética cívica global, abordamos a necessidade de existir uma ética da responsabilidade se afirme como princípio estruturante dos cidadãos comprometidos e empenhados com o desenrolar da vida comunitária, que se pretende global, justa, solidária. Deste modo, problematizamos e discutimos o conceito de responsabilidade que se perfila para o século XXI e refletimos sobre o processo educativo que deve estar implicado na formação para a cidadania ativa e responsável. Palavras-chave:Educação. Cidadania. Ética da Responsabilidade. ETHICS OF RESPONSIBILITY AS THE PILLAR OF CITIZENSHIP IN THE XXI th CENTURY AbstractThe unbridled scientific and biotechnological development that has taken place throughout the second half of the 20th century and the beginning of the 21st century has raised many questions regarding the preservation of the integrity and dignity of human life and the safeguarding of all future life on Earth. Concern for the existence of Life, both now and in the future, requires the presence of a global (bio) civic ethic, which favors the development of a critical and reflexive moral consciousness that is the driving force of deliberating and acting ethically responsible of the citizen of the 21st century. This has been classified as an apathetic and inert being, little concerned with the future of humanity. Such a situation induces us to reflect on what has led to such a social inertia in a democratically free society. From our point of view, we consider that the affirmation of freedom as the background of current society is insufficient for the 1 Prof. Dra. Josélia Mafalda Ribeiro Fonseca, é professora auxiliar no Departamento de Ciências da Educação na Universidade dos Açores em Portugal.

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As generalize access to the internet becomes a reality in industrialized countries, the nature of children"s social network sites (SNS) use generates concerns and requires parental different approach. The body of empirical work reviewed is still small and to develop and promote a realistic understanding of children and young adolescence behavior on online social network sites and parenting surveillance of kids" online presence, this study examines (a) who children initiate online activity and their main preferences and (b) how parental supervision techniques are applied to children"s online presence. For this purpose we choose one of the most popular social network site, Facebook, and inquiry parents and kids under 13 years old (digital natives 3.0), regarding to their use. This study adds to a growing literature on young people usage of social networking technologies, specially unveiling some of the patterns of under-age kids using SNS.

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