This research aims to understand the relative contribution of leadership styles and teacher-student and studentstudent pedagogical interaction concerning learning performance and academic achievement in Physical Education. A quantitative methodology was implemented, comprising a sample of 447 students attending a school grouping located in the coastal region of central Portugal. In order to verify the nature, the strength and the direction of the relations among the variables, correlation and multiple regression analyses were used. For this, scales already validated and used in other researches were applied. The results show that the learning performance and the academic achievement are significantly associated with teacher leadership styles and teacher-student and student-student pedagogical interaction. A stronger association was obtained with leadership styles, especially the democratic one. It should be mentioned that these factors provide a higher relative contribution to the learning performance than to the academic achievement. The analysis conducted highlights the importance of the democratic teacher leadership style and of the pedagogical interaction established within the classroom towards the improvement of students' ability to understand the gains and the effort made in learning.

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Catarina Nunes is a Master in Pre-ABSTRACT The present study aims to understand whether the foreign students who have different nationalities but the Portuguese are integrated into the school of the 1st Cycle of Basic Education. With this purpose, a descriptive and phenomenological research was conducted, making use of documental analysis, as well as semi-structured interviews and sociometric tests. These two data collecting tools were applied to students attending from the 1st to the 4th school years, in three 1st Cycle of Basic Education schools, within a school grouping in Viseu. The data obtained through the interviews allow us to conclude that foreign students, in general, feel integrated both in the school and in the class they belong to. However, the analysis of the results of the sociometric tests reveals other data, allowing us to conclude that one of the students is neither integrated in the school, nor in the class he is part of.

Introdução: A articulação curricular entre a Educação Pré-Escolar (EPE) e o 1.º Ciclo do Ensino Básico (1.º CEB) é um processo fundamental na adaptação da criança à escola. Os professores, devem estabelecer ligações com os educadores de infância, facilitando a transição entre estes dois níveis de ensino, num processo harmonioso, promotor da sequencialidade do processo educativo. Objetivos: Averiguar a importância e o significado que os professores do 1.º CEB conferem à articulação curricular, conhecer os aspetos do perfil do aluno privilegiados aquando da consulta do processo individual, bem como as iniciativas mais frequentes no âmbito da referida articulação. Métodos: Foi realizada uma investigação de caráter descritivo e analítico, com recurso ao inquérito por questionário, aplicado a uma amostra de 45 professores a lecionarem a turmas do 1.º ano de escolaridade do 1.º CEB no concelho de Viseu (Portugal). Resultados: De salientar a grande relevância atribuída pelos professores à articulação curricular, o privilégio conferido por estes ao saber estar (cidadania), ao sentido de autonomia e à capacidade de comunicar das crianças, bem como o empenhamento dos docentes na realização de atividades e projetos vários, para além das comemorações de dias temáticos e festas. Conclusões: A articulação entre os dois níveis de ensino assume-se como um processo facilitador da transição entre estes níveis de ensino e contribui para uma adequada adaptação das crianças à escola, promovendo o sucesso escolar de todos os alunos.

The Covid-19 pandemic has posed great challenges to higher education (HE) and, in particular, to foreign language (FL) teaching. If, on the one hand, the lockdown and remote learning measures have brought constraints to teaching and research activities, on the other hand, they have fostered resilience, promoted creativity, and accelerated the use of technologies and digital transformation. The use of the Korsakow platform and the creation of non-linear storytelling are the strategies underlying an innovative methodology concerning the learning process of French and English as FL, in HE in Portugal. The JASM project (Open window onto the world: foreign languages, multimodal creativity, and pedagogical innovation in higher education) involves a group of students attending the bachelor's course in Media Studies of the School of Education in Viseu. Students develop their assignments based on data analysis, related to diverse cultural and linguistic contexts within the city of Viseu, including interviews, photographs, and narratives centred on a migrant's tradition. Digital art and online tools ensure greater motivation in acquiring multilingual skills and developing multilingual awareness. In this way, the various dimensions of language (aesthetic, emotional, and cognitive) are reinforced, in a remote teaching scenario/context, which is creative and collaborative while also mobilizing interdisciplinary skills. Such a reflection appears to be particularly relevant at a time when one needs clearly to adapt teaching and learning to the needs of society and rely upon pedagogical innovation, with students whose HE training has specific objectives other than the ones of those enrolled in language courses. The methodology is discussed, and the results of this project-based learning are presented.