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- Work-life interaction and burnout: A national studyPublication . Nascimento, Lígia; Fernandes, Rosina; Araújo, Patrícia; Marques, Iolanda; Corresponding author: Nascimento, Lígia.Introdução: As vertentes profissional e pessoal são fundamentais para a atuação e desenvolvimento dos indivíduos, sendo crucial que interajam harmoniosamente. A síndrome de burnout é uma condição clínica que se desenvolve sob exposição contínua ao stress e sobrecarga. É, por isso, importante compreender como as práticas de interação vida-trabalho se relacionam com o burnout, e como ambos os constructos diferem de acordo com variáveis sociodemográficas. Objetivo: Estudar a relação entre a interação bidirecional vida-trabalho e o burnout em trabalhadores no ativo e a associação destes constructos com caraterísticas sociodemográficas, visando identificar o papel que as organizações podem ter nestas relações. Métodos: Estudo exploratório transversal, quantitativo e descritivo, com uma amostra de 255 trabalhadores portugueses. Os dados foram recolhidos através do Survey Work-Home Interaction NijmenGens (SWING), Maslach Burnout Inventory General Survey (MBI-GS) e questionário sociodemográfico, e analisados através de t-Student, ANOVA, correlação e regressão linear múltipla. Resultados: Dos resultados gerais, destaca-se que as interações negativas trabalho-vida e vida-trabalho foram identificadas como preditores de burnout. A interação trabalho-vida e o burnout evidenciaram diferenças significativas entre grupos de acordo com género, idade, estado civil, número de filhos, tempo na carreira e na organização, trabalhador-estudante e tipo de vínculo jurídico. Conclusão: Para a adequada atuação e bem-estar dos indivíduos no trabalho, os padrões de interação trabalho-vida devem ser eficazmente geridos pelas organizações. São sugeridas implicações práticas
- Physical Education Teachers’ Representations of Their Training to Promote the Inclusion of Students with DisabilitiesPublication . Celestino, Tadeu Ferreira de Sousa Celestino; Jales Ribeiro, Esperança; Morgado, Elsa Gabriel; Leonido, Levi; Pereira, AntoninoSchool inclusion is based on the need to adopt and implement a holistic view of education, training, and human development embodied in the idea of everyone, for everyone. In the context of Physical Education (PE), there are still several constraints to the realization of this universal desideratum. Among these, teacher training and qualification for the inclusion of students with Specific Health Needs (SHNs) stands out. That is, students with physical and mental health problems whose impact is significantly manifested in the learning process. Thus, the objective of this study was to identify the representations of PE teachers about their training to develop inclusive processes with students with SES. Participants in this study were 151 PE teachers from different regions and districts of Portugal (Algarve, Aveiro, Castelo Branco, Lisbon, Porto, and Viseu) who had 23.6 ± 8.1 years of teaching service. Teachers answered an online questionnaire, on the Google Forms platform, with open and closed questions about their education and training to develop inclusive processes in PE. The results indicate two significant dimensions: (1) initial training for teaching inclusive PE and (2) continuous training for inclusion. Regarding initial training, a large majority of the teachers under study, at the end of their initial training, did not have the essential skills to teach PE to students with SES. It was also identified that a large majority reported not having had any contact with students with SES throughout their training process for teaching. It was also recognized that this training was not adjusted to the development of intervention skills with students with SHN. Regarding continuous training, it was identified that attendance at this training increased their skills to teach PE to students with SHN. Workshops/actions/training courses are the main training models adopted. However, it is recognized that the training provided does not respond concretely to their training needs to intervene with students with SHN, since teachers essentially seek to improve intervention in the context of inclusive physical education. We conclude that teacher training for inclusion is not yet fully adjusted to the reality of the inclusive school paradigm. In this sense, in practical terms, the following are suggested: (1) the need for reinforcement in study plans with specific and long-term curricular units; (2) the introduction of real practice components in context; and (3) supervised pedagogical practice in diverse contexts.
- The importance of implementing strategic management in third sector organizationsvPublication . Fonseca, Susana; Vaz, Carla; Duarte, Filipe A P; Carvalho, Ana; Guia, AnaEste artigo pretende realçar a importância do uso das ferramentas de gestão estratégica nas Instituições Particulares de Solidariedade Social (IPSS) visando a sua sustentabilidade. Adicionalmente, pretende-se também analisar o perfil dos gestores de topo destas instituições de forma a demonstrar a importância na formação específica de gestão. Primeiramente realizou-se o enquadramento teórico onde se debateram ideias de diferentes autores referentes à economia social, gestão estratégica e suas ferramentas. Seguidamente utilizou-se o método quantitativo com o envio de um questionário a várias IPSS do distrito de Vila Real onde se realçou que o mesmo deveria ser preenchido por gestores de topo. Os resultados obtidos permitiram validar as questões de partida, nomeadamente verificaram-se diversas falhas no que diz respeito a implementação de ferramentas gestão estratégica nas OSFL tendo repercussões na sua sustentabilidade e na forma como as mesmas estão organizadas. Assim, é primordial que estas invistam na capacitação na área da gestão estratégica tendo sempre presente a sua missão.
- Female Leadership in Wine Tourism in PortugalPublication . Pato, Maria Lúcia; Cunha, Diana; Barroco, Cristina; Cunha, Conceição; Kastenholz, ElisabethBased on data collected from managers of wine tourism businesses in rural areas in Portugal, this study highlights the equal potential of female leadership in wine tourism. Specifically, women’s profiles, management practices and leadership narratives were analyzed and contrasted with corresponding data reported by their male counterparts. Concerning personality traits, no statistical difference between men and women was identified, which was also the case for some management practices, with sustainability concerns being important for both male and female business managers. Differences were found for communication with markets, being dominated by online devices, particularly with social networks in the case of women. As for their leadership position, women further tend to prefer a shared management approach in opposition to a more individualist management style followed by men.
- Investigando as próprias práticas docentes no Ensino Superior: A investigação em prol da docênciaPublication . Franco, Amanda; Figueiredo, Maria PachecoA Pedagogia Universitária nem sempre consta da lista de prioridades das Instituições de Ensino Superior, tendendo a permanecer esquecida sob o primado das solicitações vindas do mundo do trabalho e das agências de financiamento. Paradoxalmente, essas mesmas Instituições de Ensino Superior dinamizam eventos dirigidos à sua comunidade docente sobre inovação pedagógica. Tal na ausência de políticas consistentes que promovam a formação – pedagógica – contínua e o desenvolvimento profissional das/os docentes, e que reconheçam a participação neste tipo de prática condignamente, i.e., nos mecanismos de avaliação e progressão na carreira. Apesar da inclemência do cenário, é possível vislumbrar docentes recetivas/os à formação e ao desenvolvimento profissional, para seu proveito e benefício das/os estudantes. Para elas/eles, a Indagação da Pedagogia é uma via, permitindo investigar as próprias práticas, para a sua transformação. O presente artigo é para estas/es docentes, apresentando quatro formatos que tal investigação sobre as próprias práticas docentes poderá adotar, sob a égide da Pedagogia Universitária.
- Edible Insects: Consumption, Perceptions, Culture and Tradition Among Adult Citizens from 14 CountriesPublication . Guiné, Raquel; Florença, Sofia De Guiné E; Costa, Cristina Amaro Da; Correia, Paula; Cruz-Lopes, Luísa; Esteves, Bruno; Ferreira, Manuela; Fragata, Anabela; Cardoso, Ana Paula; Campos, Sofia; Anjos, Ofélia; Boustani, Nada M.; Bartkiene, Elena; Chuck-Hernández, Cristina; Djekic, Ilija; Tarcea, Monica; Sarić, Marijana Matek; Kruma, Zanda; Korzeniowska, Malgorzata; Papageorgiou, Maria; Árias, Leticia González; Černelič-Bizjak, Maša; Damarli, Emel; Ferreira, Vanessa; Bayraktaroğlu, Emre; Arpa, Fatmanur OzyurekAlthough edible insects (EIs) are encouraged as a sustainable source of protein, their consumption is not as generalised as other types of food that are internationally accepted. While in some regions of the world, EIs are part of the gastronomic and cultural traditions, in other regions, people are not so receptive to this type of food, and some people even express some disgust towards it. Hence, this research focused on the habits of the participants regarding the consumption of insects as well as their perceptions about EIs being or not a part of the local culture or gastronomic patrimony. A questionnaire survey was implemented in fourteen countries (Brazil, Croatia, Greece, Latvia, Lebanon, Lithuania, Mexico, Poland, Portugal, Romania, Serbia, Slovenia, Spain, and Turkey), and globally, 7222 adult participants responded to the questionnaire. SPSS software (version 28) was used to process the data and carry out chi-square tests and Factor Analyses (FA). The obtained results showed significant differences between countries for all the questions included in the survey, either those regarding the habits of the participants or their opinions about the facts linked with EI tradition or cultural aspects. It was found that participants from Mexico consume EIs more than in all other countries and that strong motivations that would lead to consumption among those who do not consume include curiosity and food shortage. The solution obtained with FA considering the ten statements of the scale consisted of two factors: F1—Culture and Tradition of EIs (α = 0.675) and F2—Acceptance of EIs (α = 0.614). In conclusion, the consumption of EIs and the perceptions of people are highly variable according to geographic location and cultural environment.
- Estados emocionais dos estudantes na transição para o ensino superior: uma abordagem exploratóriaPublication . Margarida Campos, Sofia; Pereira, Andreia; Ferreira, Manuela; Cardoso, Ana PaulaIntrodução: Todos os anos, milhares de estudantes ingressam no ensino superior, deparando-se frequentemente com desafios pessoais e académicos. Esta nova fase das suas vidas implica a adaptação a um aumento de autonomia, a uma nova rotina e a um novo ambiente académico, podendo resultar em alterações emocionais. Os sentimentos vividos nesta fase de transição podem ter um impacto na sua qualidade de vida, na sua adaptação e no seu sucesso académico. Objetivos: O objetivo deste estudo é identificar os estados emocionais presentes nas perceções dos estudantes do primeiro ano de licenciatura, em relação ao período de transição e adaptação académica ao ensino superior. Metodologia: Trata-se de um estudo de carácter exploratório, qualitativo, realizado com recurso a um grupo focal, com análise de conteúdo recorrendo ao software Nvivo 14. O grupo foi constituído por nove estudantes do ensino superior público. Aquando da recolha de dados, os participantes estavam matriculados no 1.º ano em licenciaturas de diferentes escolas e áreas científicas da mesma instituição portuguesa. Resultados: Os dados preliminares mostram que tendencialmente os estudantes entrevistados caracterizam o seu primeiro contacto com o ensino superior, como um choque. São também descritas situações de stress, desmotivação e dúvida associadas ao desconhecimento dos colegas, saída da casa dos pais e à nova realidade académica. Por outro lado, são identificadas emoções de otimismo, segurança e resiliência quando se estabelece uma relação favorável com os docentes e o estudante está satisfeito com o curso. Considerações Finais: Embora tenham sido identificados estados emocionais negativos, estes tendem a dissipar-se com a integração na instituição, o apoio dos professores, a formação de novas amizades e a adaptação às novas exigências académicas.
- Information about nutritional aspects of edible insects: Perspectives across different European geographiesPublication . Guiné, Raquel; Florença, Sofia De Guiné E; Costa, Cristina Amaro Da; Correia, Paula; Ferreira, Manuela; Cardoso, Ana Paula; Campos, Sofia; Anjos, Ofélia; Bartkiene, Elena; Sarić, Marijana MatekEdible insects (EIs) have recently gained attention as an alternative and more sustainable food, emerging as an alternative to other protein foods with higher environmental impacts, like bovine meat. EIs contain a valuable composition of macro and micronutrients, important for human nutrition. Nevertheless, their consumption is not yet widespread in Western countries, such as in Europe. This work aimed to study how consumers in three different European locations perceive the role of EIs in human nutrition. Data collection was carried out by a questionnaire survey in three countries (Croatia, Lithuania, and Portugal), and 1723 participants were included in the study. For the treatment of the data, SPSS software was used, and chi-square tests and tree classification analysis were performed. The results showed that for all the statements presented to the participants, significant differences were found in information about EIs according to country. The results further highlighted that the participants were better informed about the high protein content of EIs, while not being well informed about their possible anti-nutritive effects. Tree classification revealed that the most important discriminating variable was country, with Lithuanian participants being better informed than those from Portugal or Croatia.
- Edible insects: A survey about perceptions regarding possible beneficial health effects and safety concerns among adult citizens from Portugal and RomaniaPublication . Guiné, Raquel; Florença, Sofia De Guiné E; Costa, Cristina Amaro Da; Correia, Paula; Ferreira, Manuela; Cardoso, Ana Paula; Campos, Sofia; Anjos, Ofélia; Bacarea, Vladimir; Bacarea, Anca; Buicu, Gabriela; Szasz, Simona; Martin-Hadmaș, Roxana; Tarcea, MonicaAlthough edible insects (EI) have been consumed for ages in many countries around the world, in most European countries, this is not a traditional practice. Still, it has been encouraged as a sustainable source of animal protein besides other nutrients. The Food and Agricultural Organization and the United Nations, recommend consuming EI as a way to contribute to the sustainable development goals. Hence, this research investigated how participants from Portugal and Romania perceive EI, and how these can be useful as a source of nutrients and other benefits for human health, as well as possible risks. For that, it was undertaken a questionnaire survey, with data collected online in the two countries. For the analysis of data, basis statistics and chi-square tests were used. Results showed significant differences between Portuguese and Romanian participants in six out of ten questions, namely regarding safety (p < 0.001), use in traditional medicine (p < 0.001), possible infection with parasites (p = 0.021), of pesticides (p = 0.031), their usage as therapeutics (p = 0.001) and being potential sources of allergens (p < 0.001) and aflatoxins (p < 0.001). Also, differences were tested for other sociodemographic variables. The results showed significant differences according to age for only three questions, gender for only two questions, and Education for most of the questions, i.e., six out of the ten. These results highlighted the greater influence of variables like country of origin and education in the perception of the effects of EI in human health.
- Ageism toward older adults among social education students: the impact of a photovoice programPublication . Araújo, Lia; Manuel Cid, Xosé; Sousa, LilianaThis study describes the design, implementation, and evaluation of a photovoice program for Social Education students from a Polytechnic University in Portugal. The program was named ‘Ageism in Perspective’ and developed over six sessions during one semester. The design was based on principles of the original photovoice methodology, along with previous experiences of photovoice as an active and experiential learning methodology in higher education. Implementation included theoretical- pedagogical and ethical activities about the methodology (photovoice) and the topic under exploration (ageism). It went practically-technologically through the process of taking and presenting photographs in the group/ classes, ending with a seminar and exhibition open to the community to share the main findings. Evaluation included a pre-posttest approach using the Negative Stereotypes Toward Aging Questionnaire (CENVE) and a final focus group addressing students’ overall experience with the program, the photovoice approach, and the impact on their perspectives about ageism. Participants (n = 45; mean age of 21.1, SD 4.1) were students of the second year in the degree course of Social Education. There was a statistically significant decrease in the CENVE score between the pre (30.1 ± 7.3) and the post (21.5 ± 4.0) test, meaning lower stereotypes after the program. Emerging themes from the focus group thematic analysis were (i) I am more willing to interact with older adults; (ii) Photovoice booster multiple perspectives and reflexivity; (iii) Becoming aware that ageism exists (even in myself). Findings suggest that photovoice is a good pedagogical tool to address students’ stereotypes about older adults, which should be as important as addressing the syllabus content.