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- Mantener una (buena) reputación escolar: el trabajo reputacional de los directores de escuelasPublication . Vieira, Maria Manuel; Ribeiro, Ana Sofia; Almeida, Ana G.
- Drawing on fire: children’s knowledge and needs after a wildfire disaster in PortugalPublication . Ribeiro, Sofia; Silva, IsabelThere is growing international concern about the impact of natural hazards and disasters on children and young people. However, very little research has explored children’s views of their wildfire experiences. Using creative methods with two groups of primary school children from an inland area, this qualitative study examines Portuguese children’s experiences of a wildfire disaster that affected their community in 2017. An inductive qualitative approach was used to explore the children’s interpretations of this particular event. The children reported high levels of exposure to the wildfire, either directly (in confronting the actual fire) or indirectly (by observing its impact on nature and their community). The implications of these findings are considered in relation to children’s roles in wildfire risk reduction and response.
- Children, citizenship and crisis: towards a participatory agendaPublication . Almeida, Ana Nunes de; Ribeiro, Ana Sofia; Rowland, JussaraChildren’s citizenship has become a major theme in contemporary social policy and science debates, and children’s rights have gradually emerged as benchmarks for many national, regional or local policy narratives, consistent with the un Convention on the Rights of the Child (un 1989). Indeed, the uncrc concept of citizenship encompasses, for the first time, participation, provision but also participation rights. The attention has focused not only on children’s “superior interest” but also on their agency capacities and their participatory rights, considering them active and competent actors in social relationships, who have a voice, irrespective of those of adults. Crises, caused by disasters, economic and social adversities are moments of disruption where the pre-existing unequal social ties between individuals or groups in society become more visible, evidencing different access to citizenship status. Children have very often been portrayed as passive and helpless victims or as vulnerable recipients of aid in crisis situations, with little attention given to their ability to perceive and interpret these phenomena, or what they can contribute to public policies that address these issues.
- Acesso, apoios e custos no ensino superiorPublication . Ribeiro, Ana Sofia; Vieira, Maria ManuelO documento apresenta uma análise sobre o ensino superior em Portugal, nomeadamente sobre as condições de acesso e diversidade da população estudantil, o sistema de apoios públicos à educação e os custos com propinas, manutenção e materiais. “O acesso ao ensino superior português estará a atravessar, sobretudo desde 2011, uma fase de racionalização forçada devido, por um lado, à contração económica do país, que reduziu o investimento em educação, mas também, por outro, à forte convicção de que é possível ‘obter mais com menos em educação’ privilegiando a eficiência e delineando objetivos estratégicos.”
- Crianças, Cidadania e Desigualdade em contextos de crisePublication . Nunes De Almeida, Ana; Ribeiro Santos, Ana Sofia; Rowland, JussaraCorrentes teóricas na sociologia têm defendido que a ordem geracional (onde se inscrevem adultos e crianças) deve ser considerada uma fratura fundadora e permanente das sociedades contemporâneas (Qvortrup, 2001). Para além das clivagens entre classes ou assimetrias de género, a desigualdade entre as gerações seria um traço permanente e estrutural na origem de fortes assimetrias no acesso a recursos económicos, políticos e espaciais. Neste capítulo pretendemos discutir a questão das desigualdades sociais, convocando para o efeito o ponto de vista e o lugar das crianças e fazendo, por essa via, a relação com a questão da sua cidadania e as políticas públicas. Este olhar é por outro lado cruzado com um outro que privilegia a crise como momento de observação. Veremos como introduzir a perspetiva infantil que aborda o mundo "de baixo para cima" e em contexto de crise constitui uma interessante porta de entrada no tema deste volume.
- Including and excluding. Schools’ reputations: students, families and choicesPublication . Vieira, Maria Manuel; Almeida, Ana Nunes de; Ribeiro, Ana SofiaSchools are key institutions in shaping inclusion and exclusion processes impacting on individual identity and social mobility. If the promise of widening participation in education has brought educational opportunities for almost all, it is not true that those educational opportunities are the same. Increasingly, the quality of education matters more as a mark of distinction, and choosing a school that brings success has replaced the quest for access in the new educational markets. Attending a certain school can lead to good grades, instil appropriate values, allow entrance to or maintenance of desired social circles and foster life projects envisioned by many families. School choice (and, in particular, upper secondary school choice) is a decision based on several factors. Rational criteria, such as geographical proximity and affordability, are certainly weighty family concerns. Subjective aspects, however, such as school leadership, safety and tailored educational projects, also carry increasing value among families of all backgrounds. While choosing a school is currently a decision more in the hands of families, given the Portuguese demographic downturn and the excessive school supply, policies driven by territorialisation and evaluation have led schools to target specific audiences and to develop distinctive profiles that help parents recognise a school as a perfect match.
- Children in Disaster Risk Reduction in Portugal: Policies, Education, and (Non) ParticipationPublication . Delicado, Ana; Rowland, Jussara; Fonseca, Susana; Almeida, Ana Nunes de; Schmidt, Luísa; Ribeiro, Ana SofiaInternational agencies and scientific research have been calling for the inclusion of children in disaster preparedness and risk reduction, to hear their voices in order to address their specific needs and vulnerabilities and harness their capabilities in terms of building community resilience. This article assesses the roles ascribed to children in policy and education for disaster risk reduction in Portugal. The approach is based on a scoping methodology that encompasses document analysis and interviews with national and local stakeholders and policymakers in the disaster risk reduction field. The research is carried out within the scope of a European funded project, CUIDAR Cultures of Disaster Resilience among Children and Young People. More specifically, the article provides an overview of the discourses on the roles ascribed to children in urban disaster risk reduction (DRR). The authors maintain that although children are often taken as a target group in urban disaster prevention and management, they are seldom considered in terms of active participation in disaster risk reduction programs in the Portuguese context. Nevertheless, our analysis shows that there is a growing awareness of the relevance of active participation by children in order to create successful DRR.