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- O que se ensina nos estudos de género em Portugal: uma análise bibliométrica dos planos curricularesPublication . De Camargo Santos, Caynnã; Do Adro Lopes, Mónica; Vieira, Cristina C.; Ferreira, VirgíniaObjetivo: Mapear e identificar padrões de referenciação bibliográfica nos programas das unidades curriculares dos cursos de Mestrado e Doutoramento em Estudos sobre as Mulheres, de Gênero e Feministas (EMGF) oferecidos por Universidades Públicas Portuguesas Método: Análise bibliométrica das 448 referências indicadas nas 84 unidades curriculares que compõem os três cursos de doutoramento e quatro de mestrado, em EMGF, em funcionamento no ano letivo de 2021-22. Resultado: As referências mais comumente mobilizadas nos cursos analisados são livros publicados a partir da década de 1990, com preponderância da autoria individual. A produção bibliográfica nacional é prevalecente, embora se verifique um peso significativo de referências publicadas em outros países da Europa e América do Norte, sobretudo em países e por autores/as anglófonos/as. O perfil de referências é diverso, em termos de procedência disciplinar das autorias, embora essencialmente circunscrita às Ciências Sociais e Humanas. Similarmente, são diversificadas as temáticas abordadas, com particular destaque atribuído à problemática das Identidades e das Sexualidades, na qual o diálogo com as áreas das Ciências Naturais se faz mais presente.
- Ageing in place: Older people identify barriers to remaining in low-density areasPublication . Paulo Nossa; Sofia Vale Pereira; Margarida Lima; Coimbra Vieira, Cristina Maria; Anabela Mota-PintoStudies involving older people as co-investigators are limited in Portugal. The main objectives of this article are: (I) Analyze the barriers identified by older people living in low-density territories that pose a challenge to ageing in place. (ii) Understand the co-research methodology as an appropriate instrument for increasing the participatory capacity of older people and improving the conditions for ageing in place. (iii) Assess the role of social networks and community support in providing informal assistance to older people in low-density territories. The study involved 14 co-researchers, who had a balanced gender representation and an average age of 64.5 years. All the co-researchers were residents of the study location and volunteered for the research. They were provided training in interview techniques and active listening, prior to the study. A total of three interviews and 23 photographs were analyzed and discussed in five focus group meetings. The participants agreed upon four types of unmet needs and developed proposals to increase their negotiating power, thereby mitigating barriers to their permanence. The co-researchers presented their proposals at two public meetings with decision-makers, managers, and members of the municipal council. The findings were a significant addition to the promotion of the co-research approach and the engagement of older adults in detecting the obstacles that hinder their secure and independent aging in their living environment.
- The transformative potential of gender equality plans to expand women’s, gender, and feminist studies in higher education: grounds for vigilant optimismPublication . Lopes, Mónica; Santos, Caynnã; Ferreira, Virgínia; Monteiro, Rosa; Coimbra Vieira, Cristina MariaThe introduction of women's, gender, and feminist studies (WGFS) into higher education (HE) curricula has primarily been driven by individual efforts rather than institutional objectives. This article employs a multimethod approach to comprehensively understand the potential contribution of gender equality plans (GEPs) to strengthening the integration of WGFS in HE curricula and pedagogical practices. The study's documentary corpus includes data from GEPs in implementation, semi-structured interviews with 27 WGFS lecturers, and a web survey of 118 lecturers who teach courses related to or integrating gender aspects. This approach reveals divergent perspectives on the role of GEPs in HEIs, summarized into three categories: cautious optimism, skepticism, and simplistic views. The tensions and constraints associated with the contributions of the GEPs, as perceived by many involved in incorporating gender issues into teaching, outline a vigilant optimism for the future implementation of these mechanisms. Nonetheless, given the historically limited role of institutional initiatives in consolidating WGFS in Portuguese higher education, we argue that the potential contribution of GEPs to this field should not be underestimated, as integrating WGFS into institutional planning can legitimize, support, and leverage efforts that have predominantly been individual.