PurposeThe purpose of this paper is to introduce the official statement of the Fifth European Conference on Health-Promoting Schools.Design/methodology/approachThe Fifth European Conference on Health-Promoting Schools was held on 20–22 November 2019 in Moscow, Russian Federation, with over 450 participants from 40 countries. A writing group was established to prepare a draft version of the statement before the conference. On the basis of an online and offline feedback process, the opinions of the participants were collected during the conference and included in the finalisation of the statement.FindingsThe final conference statement comprises six thematic categories (values and principles; environment, climate and health; schools as part of the wider community; non-communicable diseases (NCDs); evidence base; and digital media), with a total of 23 recommendations and calls for action.Originality/valueThe recommendations and calls for action reflect current challenges for Health Promoting Schools in Europe. They are addressed to all actors in governmental, non-governmental and other organisations at international, national and regional levels involved in health promotion in schools and are to be applied for the further development of the concept.
Argumenta-se que os/as estudantes usam ativamente o material de educação em sexualidade (ES), bem como os aspetos da vida na escola, como recursos simbólicos para construir a sua identidade de género e as suas relações de poder. Neste sentido, aplicou-se uma entrevista semiestruturada a uma amostra intencional de professores/as, que lecionam entre o 7º e o 12º anos de escolaridade e já desenvolveram projetos ou atividades de ES (N=87), para focar, entre outros aspetos, as características de género que afetam a resposta dos/as estudantes na ES, visando: i) conhecer as diferenças de género nas reações à ES; ii) conhecer a natureza das interações de género durante a ES; iii) compreender como o género e a identidade sexual foram evidenciados pelos/as adolescentes nas suas respostas à ES. De acordo com o discurso da maior parte dos/as professores/as, durante a ES os rapazes tentaram demostrar a sua masculinidade mostrando-se diferentes das raparigas e distanciando-se de todos os assuntos relacionados com a sexualidade das mulheres, desvalorizando e afastando-se de tudo o que é feminino o que envolveu, por vezes, depreciar e insultar as raparigas. As alunas reagiram positivamente porque a ES mantém e apoia o seu sentido de identidade de género e o que os códigos de género prescrevem para elas. Estes resultados revelam que é essencial trabalhar na formação de professores/as a relação entre género, sexualidade e poder para ficarem capacitados para refletir criticamente sobre as reações dos/as alunos/as no sentido de promover a equidade de género.
PurposeThe aim was to identify the competencies professionals need to promote co-creation engagement within communities.Design/methodology/approachCo-creation could contribute to building community capacity to promote health. Professional development is key to support co-creative practices. Participants were professionals in a position to promote co-creation processes in health-promoting welfare settings across Denmark, Portugal, France and United Kingdom. An overarching unstructured topic guide was used within interviews, focus groups, questionnaires and creative activities.FindingsThe need to develop competencies to promote co-creation was high across all countries. Creating a common understanding of co-creation and the processes involved to increase inclusivity, engagement and shared understanding was also necessary. Competencies included: How to run co-creation from the beginning of the process right through to evaluation, using feedback and communication throughout using an open action-oriented approach; initiating a perspective change and committing to the transformation of co-creation into a real-life process.Practical implicationsOverall, learning about underlying principles, process initiation, implementation and facilitation of co-creation were areas identified to be included within a co-creation training programme. This can be applied through the framework of enabling change, advocating for co-creative processes, mediating through partnership, communication, leadership, assessment, planning, implementation, evaluation and research, ethical values and knowledge of co-creative processes.Originality/valueThis study provides novel findings on the competencies needed for health promoting professionals to embed co-creative processes within their practice, and the key concerns that professionals with a position to mediate co-creation have in transferring the abstract term of co-creation into a real-world practice.
Questões são enunciados que requerem uma resposta refletida e que desempenham diversas funções educativas, incluindo o despoletar novas aprendizagens. Neste caso, o seu uso enquadra-se na Aprendizagem Baseada na Resolução de Problemas (ABRP, do inglês, Problem-Based Learning, PBL), que coloca o aluno no centro dos processos de ensino e aprendizagem, atribuindo-lhe um papel ativo na aprendizagem de novo conhecimento. Atendendo à influência que os manuais exercem nas práticas de ensino, a questão que se coloca é a de saber em que medida as questões incluídas nos manuais escolares de Ciências podem fomentar um ensino orientado para a ABRP. Neste texto, descrever-se-á o processo de construção e validação de uma grelha de análise de questões incluídas em manuais escolares de Ciências com essa finalidade, apresentando-se não só essa grelha, mas também, a título ilustrativo, uma aplicação da mesma a um tópico de Ciências, 8º ano, abordado nas duas disciplinas desta área.
Purpose The purpose of this paper is to discuss teachers’ practices, barriers and facilitating factors associated with a regional school-based action-oriented sexuality education (SE) project with the use of information and communication technology. Design/methodology/approach This qualitative research was anchored in a constructivist paradigm, set up as a multiple case study (six schools) with exploratory aims. Observation, teacher group interview, online class-diaries and contents of the project website were used for data collection. Cross-case analysis was carried out following single case analyses. Findings It was found that when teachers attend in-service teacher education and training they develop professional competences to act as facilitators of students’ inquiry-based learning on action-oriented knowledge and on carrying out collective actions to promote sexual health and well-being. Collaborative and reflexive work among teachers emerged as a facilitator factor and SE integration in the school curriculum as the principal barrier. Research limitations/implications The results of the cross-case analysis of this qualitative research based on single cases developed in their own social contexts can only be generalized with caution to other similar contexts. Practical implications Despite the limitations of this study, it has great importance for both research and practice as it contributes to the evidence regarding the implementation of the combined action of the democratic approach (participatory and action-oriented) and the use of ICT on SE. Originality/value This paper provides important information for those working on school health education projects, particularly considering how action-oriented SE is applied in different contexts.
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