A evolução das tecnologias e das redes de comunicação tem provocado mudanças acentuadas na sociedade, impulsionando o nascimento de novos paradigmas, modelos, processos de comunicação educacional e novos cenários de ensino e de aprendizagem. Mas ninguém, nem mesmo os professores que já adotavam ambientes online nas suas práticas, imaginava que seria necessária uma mudança tão rápida e emergencial, de forma quase obrigatória, devido à expansão do coronavírus. Na realidade, com a chegada abrupta do vírus, as instituições educativas e os professores foram forçados a adotar práticas de ensino a distância, práticas de ensino remoto de emergência, muito diferentes das práticas de uma educação digital em rede de qualidade. Tendo, pois, em consideração esse cenário, o objetivo deste texto é apresentar, resumidamente, os princípios básicos para o design de um ambiente online, relacionado à organização, seleção de recursos, preparação e avaliação de e-atividades de aprendizagem.

O impacto causado pela pandemia da COVID-19 levou ao encerramento de escolas por todo o mundo. Ministérios, governos estaduais, organismos públicos e privados viram-se repentinamente obrigados a converter todo o processo educativo para que milhões de estudantes continuassem os seus processos formativos a partir de suas casas. Do presencial transitou-se para o online, na forma de um ensino remoto de emergência, desafiando professores a repensarem metodologias e práticas pedagógicas, procurando desenvolver situações de aprendizagem em ambientes digitais. Este artigo, baseado numa análise exploratória, procura compreender como foi realizada essa transição do regime presencial para o regime digital na educação básica portuguesa e brasileira, nomeadamente no que diz respeito à preparação dos professores e das suas escolas. As respostas obtidas através da aplicação de um inquérito por questionário a 300 professores permitem um olhar sobre semelhanças e diferenças na abordagem à promoção de uma educação de qualidade em tempos de pandemia.

Continued diversification and use of new psychoactive substances (NPS) across Europe remains a public health challenge. The study describes health and social consequences of recent NPS use as reported in a survey of marginalised, nightlife and online NPS users in the Netherlands, Hungary, Portugal, Ireland, Germany and Poland (n = 3023). Some respondents were unable to categorise NPS they had used. Use of ‘herbal blends’ and ‘synthetic cannabinoids obtained pure’ was most reported in Germany, Poland and Hungary, and use of ‘branded stimulants’ and ‘stimulants/empathogens/nootropics obtained pure’ was most reported in the Netherlands. Increased heart rate and palpitation, dizziness, anxiety, horror trips and headaches were most commonly reported acute side effects. Marginalised users reported substantially more acute side effects, more mid- and long-term mental and physical problems, and more social problems. Development of country-specific NPS awareness raising initiatives, health and social service needs assessments, and targeted responses are warranted.

This paper uses qualitative evidence to describe, explore and discuss the progress of the online teaching training course taught at the Universidade Aberta to Portuguese and foreign professors of higher education institutions. As this is an entirely online course, its pedagogical design results from the combination of the basics of open distance education and network education using the Moodle 2.0 platform and other digital environments. The results point, on one hand, to a dynamic pedagogical design that addresses the need for continuous improvement, and, on the other hand, to the changes in the role of professors in virtual teaching and learning environments, and to the different and specific pedagogical strategies in need of adjustment. They also point to the strong presence of technological and pedagogical elements of innovation.

Introduction: New psychoactive substances (NPS) pose a public health threat. Many studies have tried to identify the reasons of NPS use; however, none of them have so far used any standardised measures. The aim of this study was (i) to develop and cross-culturally validate the New Psychoactive Substance Use Motives Measure (NPSMM) and (ii) to compare motives of NPS use across countries and user types. Methods: Three subgroups (socially marginalised users, nightlife attendees and members of online communities) of NPS users ( N = 3023) were recruited from six EU member countries. Demographics, motives and types of NPS used were assessed. NPS use motives were measured by adapting the extended six-factor version of the Marijuana Motives Measure. Results: Exploratory and confirmatory factor analysis resulted in a similar five-factor solution across most of the countries: coping, enhancement, social, conformity and expansion motives. Marginalised users scored higher on coping and conformity motives, nightlife groups showed higher endorsement of social motive, whereas online community users showed higher scores on expansion motives. Various types of NPS were also associated with different motives. Conclusion: NPS use motives might be associated with both the groups of users and the specific types of NPS being consumed. Expansion (psychedelics) and enhancement (stimulants) motives seemed to be linked to the chosen NPS product type, while coping, social and conformity motives were rather associated with user groups. NPSMM was found to be a valid instrument to measure NPS motives.

Sexualized injecting drug use ("SIDU") is a phenomenon associated with a wide array of high-risk injecting and sex-related practices. This scoping review establishes what is known about MSM and SIDU to assess implications for health care and policy. Characteristics of MSM for "SIDU" may include being on antiretroviral treatment and urban residency with drivers being challenging social taboos; a search for intimacy; convenience of administration; relationship breakdown and increased restrictions in clubs and saunas. Attraction for use appears to be enhancement or prolongation of sexual experiences/pleasure; intimacy and the facilitation of a range of potentially "unsafe" sexual activity. Traditional services are ill-equipped to address "SIDU" because of a lack of knowledge of practices, lack of associated vocabulary, and a failure to integrate sexual health with drug services. For effective responses, these issues need to be addressed.

The discussion about the use of digital technologies in education is not new. However, the COVID-19 pandemic and the total closure of schools around the world, that forced millions of students to attend their classes from home, has demonstrated the importance of this discussion. It has highlighted the need to revisit debates about the interactions between technology and education, and the added value of digital resources to enhance the educational process. This article, based on an exploratory analysis, aims to understand how the transition from face-to-face to digital was accomplished in Portuguese primary and secondary education, namely regarding teacher training and the difficulties experienced during the emergency remote education period. The data analysed in this article were collected through an online questionnaire, disseminated through online social networks, and answered by 136 Portuguese primary and secondary education teachers. The questions focused on this article were open-ended, and the information collected was analysed using content analysis methodology. The results show how teachers have been forced to modify their pedagogical work, the importance of training, and the inherent challenges and critical reflections associated with the process, as well as the opportunities presented in a post-pandemic educational reality.

New psychoactive substances (NPS) continue to be considered as a major public health concern in many European countries. The study was implemented within the framework of a transnational project of six European countries (Germany, Hungary, Ireland, Netherlands, Poland, Portugal). Our aim here is to report on the distinct and differentiating characteristics of marginalised NPS users. Three subgroups of a total of 3023 adult NPS users (socially marginalised, night life, online community) were examined regarding their sociodemographic characteristics, substance use, and external motives towards NPS use. Poland and Hungary reported higher rates of NPS use in comparison to traditional controlled drugs. The external/contextual motives did not play a central role in the background of NPS use, the least important motives were alleged legality and non-detectability of these substances. Marginalised (defined as those accessing low threshold harm reduction services) users' substance use patterns are different from the other two groups in terms of showing more intense and riskier drug use. The most important variables which contributed to be categorised as a marginalised NPS user were lower level education, being older, having an unfavourable labour market position and using drugs intravenously. Contextual motives did not play a decisive role in being categorised as a marginalised user when drug use pattern was controlled. These identified discriminative features of marginalised drug users should inform policy makers to develop and implement tailor-made interventions targeting this user group to successfully tackle the elevated public health concerns associated with NPS use.