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FCH2-Artigos (em revistas ou actas indexadas)

URI permanente para esta coleção:

http://hdl.handle.net/10400.1/24
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    (Sistema Regional de Información para Revistas Científicas de América Latina, Caribe, España y Portugal: www.latindex.unam.mx)

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Percorrer FCH2-Artigos (em revistas ou actas indexadas) por Objetivos de Desenvolvimento Sustentável (ODS) "05:Igualdade de Género"

A mostrar 1 - 8 de 8
  • Ambivalent sexism and neosexism: examining the role of affirmative action attitudes in sustaining workplace gender inequality
    Publication . Gomes, Alexandra; Giger, Jean-Christophe; Sousa, Cátia; Vieira dos Santos, Joana; Souza, Anna; Gonçalves, Gabriela
    Gender-based affirmative action (GAA) in the workplace, despite targeting gender discrimination, elicits negative reactions. Few studies have explored socio-cognitive factors sustaining critics towards GAA. In this study we aim to fill the gap, asserting that individuals can simultaneously hold neosexist beliefs and positive attitudes towards GAA, forming an attitudinal combination that perpetuates workplace gender inequality. We argue that ambivalent sexism precedes adherence to this combination and that ambivalent sexists, high on both hostile and benevolent sexisms, endorse this combination more than other sexists. In a sample of 792 participants (n=555 employed in public and private institutions; n=237 college students), results showed that, men displayed higher levels of hostile and benevolent sexism, as well as neosexism, and supported GAA less than women. Additionally, hierarchical cluster analysis identified four sexist profiles, with an analysis of variance revealing that these profiles were linked to varying levels of neosexism endorsement and support for GAA. Overall, ambivalent sexists reported significantly higher levels of both neosexism and support for GAA compared to hostile, benevolent, or nonsexist participants.
    2025-02-10Artigo científico Acesso aberto Ver mais
  • Antígona na escola. Personagens femininas da antiguidade no teatro didático de Ana Cristina Oliveira
    Publication . Nogueira, Adriana; Morais, Carlos; Brasete, Maria Fernanda; Ferreira, António Manuel; Mancelos, João de
    Neste artigo, procuro responder a algumas perguntas que me foram suscitadas pelo trabalho que Ana Cristina Oliveira (professora de Filosofia, dramaturga, encenadora e atriz) tem vindo a desenvolver no grupo de teatro escolar, por si fundado, Tapete Mágico, no que respeita à escolha das personagens femininas da antiguidade nas peças que escreve para – e com – os alunos. Pretendo perceber qual a receção que a antiguidade tem entre os mais jovens, como se podem relacionar as temáticas de peças de tragediógrafos gregos com as preocupações da juventude atual; e qual a atualidade dessas questões e que outras interrogações levantam.
    2025-10-31Artigo científico Acesso aberto Ver mais
  • Charting the linguistic landscape of developing writers: an annotation scheme for enhancing native language proficiency
    Publication . Da Corte, Miguel; Baptista, Jorge
    This study describes a pilot annotation task designed to capture orthographic, grammatical, lexical, semantic, and discursive patterns exhibited by college native English speakers participating in developmental education (DevEd) courses. The paper introduces an annotation scheme developed by two linguists aiming at pinpointing linguistic challenges that hinder effective written communication. The scheme builds upon patterns supported by the literature, which are known as predictors of student placement in DevEd courses and English proficiency levels. Other novel, multilayered, linguistic aspects that the literature has not yet explored are also presented. The scheme and its primary categories are succinctly presented and justified. Two trained annotators used this scheme to annotate a sample of 103 text units (3 during the training phase and 100 during the annotation task proper). Texts were randomly selected from a population of 290 community college intending students. An in-depth quality assurance inspection was conducted to assess tagging consistency between annotators and to discern (and address) annotation inaccuracies. Krippendorff’s Alpha (K-alpha) interrater reliability coefficients were calculated, revealing a K-alpha score of k=0.40, which corresponds to a moderate level of agreement, deemed adequate for the complexity and length of the annotation task.
    2024-05-20Documento de conferência Acesso aberto Ver mais
  • Family and work: what does it mean? a cross-cultural study on work and family representations and its impact on the work-family centrality
    Publication . Sousa, Cátia; Gonçalves, Gabriela; Gomes, Alexandra; Ciby, Mariam Anil; Navarro-Granados, María; Sahai, Shikha; Lamarosa, Ariana
    The way individuals conceptualize and value work and family plays a crucial role in shaping identity and guiding personal and professional priorities. This descriptivecorrelational and cross-cultural study aimed to analyze the centrality attributed to work and family, as well as to explore the social representations associated with these two domains. Samples were collected from Canada (n = 77), India (n = 201), Oman (n = 175), Portugal (n = 340) and Spain (n = 102), totaling 895 participants. Participants provided demographic information, completed the Work–Family Centrality Scale, and evoked three words related to “family” and “work” through a free association task. Principal Component Analysis (PCA) was used to identify latent dimensions of representation, and cluster analysis grouped participants into six distinct symbolic profiles. Results confirmed cultural differences in work–family centrality, with participants from Portugal and Spain prioritizing family, and participants from India attributing greater centrality to work. Gender differences were small and not statistically significant. Representational clusters were meaningfully associated with both country and centrality scores, indicating that the symbolic configuration of work and family informs how individuals prioritize these roles in their identity. This study highlights the value of integrating identity theory and Social Representations Theory to understand how personal and cultural meanings shape work–family dynamics.
    2025-07-29Artigo científico Acesso aberto Ver mais
  • Living with a Veteran with trauma: impact on family functioning using the genogram as a research tool
    Publication . Brites, Rute; Nunes, Odete; Hipólito, João; Brandão, Tânia; Correia, António; Nunes, Cristina
    Introduction: Although the psychological impact of war on veterans, particularly the development of post-traumatic stress disorder (PTSD), has been well documented, the long-term effects on their families have been less widely studied. Research suggests that veterans’ trauma can disrupt relationships and contribute to secondary/intergenerational trauma within the family. Objective: This study uses genograms to explore how PTSD symptoms experienced by veterans have influenced family relationships over time, and to uncover patterns of intergenerational and systemic impact in families of Portuguese Overseas War veterans. Method: A qualitative approach involving semi-structured interviews with 32 families (each comprising a veteran, their spouse, and at least one adult child) was used (n =100). The data were synthesized into genograms to visually map family structure, relationship quality, and patterns of psychological distress. Cross-family analysis was then conducted to identify common relational themes. Results: Families were clustered into four main impact groups: maximum negative impact, limited negative impact, no impact, and protective impact. These classifications reflect variations in family functioning, mental health symptoms, and relational patterns. In some families, the veteran’s trauma appeared to affect multiple subsystems, while in others, spouses played a buffering/protective role. A fifth group was identified, with no consistent pattern. Conclusion: Findings emphasize the complexity and variability of trauma transmission within families, highlighting both vulnerability and resilience. Using genograms proved effective in capturing systemic dynamics. These results emphasize the importance of adopting a family-systems approach in the clinical treatment of veterans affected by PTSD and suggest avenues for future research.
    2026-02-17Artigo científico Acesso aberto Ver mais
  • Measuring parental school involvement: a systematic review
    Publication . Belém, Helena Sofia Mocho Alcaparra; Martins, Cátia; dos Santos, Rita Alexandra Mendes; Ratinho, Elias; Nunes, Cristina
    Abstract: Parental school involvement (PSI) is a multidimensional construct that significantly influences children’s academic adjustment and overall development. However, inconsistencies persist in its definition and measurement, with researchers operationalizing PSI through a varied of parental activities. This study aimed to (1) identify PSI instruments and their theoretical models and (2) evaluate their psychometric properties. Following PRISMA guidelines (PROSPERO ID CRD42023451091, registered August 2023), this systematic review examined six databases (Web of Science, ERIC, MEDLINE, Psychology and Behavioral Sciences Collection, PsycArticles, and PsycInfo), analyzing quantitative studies from 2000 to 2024. Inclusion criteria encompassed instruments designed for parents, teachers, or children aged 6–15 and published in peer-reviewed journals in English, Portuguese, Spanish, or French. From an initial pool of 490 records, 38 studies were included, yielding 43 instruments: 23 for parents, 15 for children, and 5 for teachers. Seven instruments followed Epstein’s model, while nine followed the Hoover-Dempsey and Sandler framework, underscoring the prominence of these theoretical approaches. The study quality, assessed with MMAT, was generally moderate to high. Despite an exhaustive search effort, it is possible that some relevant instruments were not identified. Nevertheless, this review advances the understanding of PSI operationalization, promotes more consistent and replicable assessments, enhances alignment between instruments and study objectives, and strengths the validity of findings derived from these tools.
    2025-05-31Artigo científico Acesso aberto Ver mais
  • Understanding the slow and inevitable evolution of Early Childhood Education: Analysis of the discourse on early childhood education in Portuguese Estado Novo (1933-1974)
    Publication . Vilhena, Carla; Ferreira, António Gomes; Mota, Luís Carlos Martins d’Almeida
    This study aims to contribute to a comprehensive understanding of the development of Early Childhood Education in Portugal during the Estado Novo (1933 to 1974), a conservative, nationalist, and authoritarian political regime. Employing a critical discourse analysis approach, the research investigates the various perspectives, justifications and oppositions invoked for the establishment, or rejection, of early childhood education and explores prevalent ideas about children’s education. Data is sourced from Portuguese pedagogical press, covering the Estado Novo period. The findings of this study shed light on the transformation of discourses surrounding early childhood education in the Portuguese Estado Novo. The period between 1933 and 1944 was characterized by a medical-hygienist focus on welfare; however, in the postWorld War II the discourse shifted towards a psychopedagogical emphasis on education (1945-1974). As for the pedagogical methods, the Montessori method emerged as the most favoured pedagogical approach for young children throughout the Estado Novo era. Keywords: Discourse analysis; early childhood education; preschool education; pedagogical press; Portugal.
    2024-06-19Artigo científico Acesso aberto Ver mais
  • Viajar, conhecer e comparar: Ricardo Rosa y Alberty e o curso de pedagogia Montessori (Barcelona, 1916)
    Publication . Silva, Carlos Manique da; Vilhena, Carla
    O presente trabalho tem como objetivo contribuir para a compreensão do discurso pedagógico sobre a infância que circulou em Portugal nas primeiras décadas do século XX, designadamente a receção de novas abordagens pedagógicas. Tendo em conta a importância dos materiais impressos para a circulação e estruturação do conhecimento pedagógico, partiu-se da análise de um relatório produzido por Ricardo Rosa y Alberty, professor do ensino primário que frequentou, em Barcelona, no ano de 1916, o Curso Internacional de Pedagogia Montessori. A análise do relatório foi complementada com a referência a outros textos produzidos pelo mesmo autor, que tinham em comum o facto de se centrarem no pensamento pedagógico de Maria Montessori. Neste estudo optou-se por uma abordagem qualitativa, tendo-se procedido a uma análise de conteúdo dos textos. Os resultados obtidos permitiram compreender que o conhecimento pedagógico veiculado nos cursos montessorianos foi reinterpretado pelo autor, acabando por perder alguma “integridade”. Por um lado, há princípios do método que Alberty valoriza e abraça (o conhecimento transferido mantém-se, em boa medida, imutável); por outro lado, afasta-se de alguns dos processos de ensino adotados no ensino elementar, por considerar que estes não são coerentes com a proposta do método (dirigida, fundamentalmente, a crianças em idade pré-escolar). Destacase a relevância dos escritos de Alberty para a compreensão da difusão da pedagogia científica em Portugal, em geral, e da pedagogia montessoriana, em particular.
    2024Artigo científico Acesso aberto Ver mais