• EDUCATION RESEARCH GROUP

The Education on RG gathers researchers from Educational Sciences (mainly teachers and educational and school psychologists) with expertise in both current educational challenges and pedagogical innovation.​

The development of research and action-research projects fosters educational interventions targeting vulnerable persons and communities, provides sustained and innovative solutions for the improvement of social inclusion, cohesion, participation, justice, and democratic citizenship, and deepens the understanding of pedagogical innovation in what concerns methodologies, educational practices, resources and environments.​

The RG is committed to educational agents’ empowerment, to contribute to transformative education and meaningful learning. The efforts are made towards making a direct impact of scientific knowledge on people and communities, underpinned by the principles of inclusion and social justice and active citizenship.​

In articulation with the other RGs, the Education RG intends to actively contribute to leveraging the INSIGHT to become a benchmark of excellence in what concerns quality education and pedagogical innovation, in line with national and international recommendations, namely the Sustainable Development Goals set out by the 2030 Agenda, and the UNESCO challenges for reimagining the Futures of Education.​

Objectives

  • To promote research for an inclusive and quality education in formal, non-formal and informal contexts;​

  • To produce knowledge that underpins an education for sustainable development, aiming social cohesion and justice, empowering of the most vulnerable populations and reducing inequalities; ​

  • To explore effectiveness and efficiency of multiple formats of pedagogical innovation and educational transformation at different levels of education, using diverse strategies and tools to promote school success.​

Research Lines

  • Lifelong Learning and Social Inclusion​

  • Pedagogical Innovation

Our people

Projects

PI: Sónia Moreira; Funding: €150k, General Directorate of Education 

The project focuses on cooperative learning strategies to improve the effectiveness of teaching and learning and promote student success. It is a national action-research project that includes teachers training in cooperative learning to improve positive classroom climate, self-esteem, self-efficacy beliefs, social skills, motivation and students’ academic performance. https://pacl.pt 

PI: Rita Barros; Funding: €32k, BPI /La Caixa Foundation (SO19-00094) 

The project aims to promote digital skills in female inmates through training based on the potential of e-learning as a pedagogical differentiation factor that promotes digital inclusion, encouraging policies centered on mitigating risk factors for social and labor exclusion after serving their sentence. https://epris.ipiaget.org 

PI: Celestino Magalhães 

The project aims to evaluate the impact of training within the scope of Innovative Educational Environments, in terms of: 1) satisfaction with the training; 2) learning: knowledge and skills developed; 3) changes in teaching practices; 4) flexibility and inclusion; and to publicize Innovative Educational Environments as contexts conducive to and promoting the acquisition of literacy skills, namely those defined for the Profile of Students Leaving Compulsory Schooling, and in terms of: 1) methodologies, resources and organization of spaces, within the scope of different curricular and non-curricular subject areas; and 2) interdisciplinary articulation/practices between different areas of knowledge (curricular, non-curricular and transversal). 

PI: Mafalda Silva 

Laboratory practice is a type of class in the Nursing Degree Course that is fundamental to the acquisition and development of students’ theoretical and technical skills, allowing them to get closer to the reality of care contexts. The aim is to improve student performance, stimulate creativity and develop critical-reflective thinking, which are key aspects for solving problems in clinical practice. The simulation carried out in the context of a nursing laboratory allows students to take responsibility for their behaviour, boost a professional attitude and develop skills in the instrumental domain, in conjunction with the theoretical knowledge underlying each technical procedure. It is important to know whether these added values are recognised by the students, in order to envisage improvements in the teaching and learning process, which is the main aim of the project.  

PI: Ana Rita Leitão 

The project is focused on the assessment of Portuguese language skills among native speakers (of school or pre-school age) and non-native speakers, with a view to promoting a positive and well-founded attitude towards children’s linguistic performance and educational intervention tailored to the needs identified. 

PI: Hélder Pinto 

The project aims to change negative attitudes towards maths and, consequently, to reduce the school and/or social exclusion that can result from it. The proposed solution involves associating the subject of maths with football, the most popular sport and the one most practiced by young people in Portugal. 

PI: Rita Faria 

The project aims to listen to children about their educational context, their interests, needs and learning goals and to contribute to changing educational practices and policies. 

PI: José Mendes; Funding: €323k, General Directorate of Education – PRR 

The project aims to support first-year students in their academic path by reducing dropout and failure, strengthening their academic skills, promoting social interaction and peer support, valuing their participation, potential and interests and contributing to increasing student autonomy and well-being. 

PI: Celestino Magalhães; Funding: €163k, General Directorate of Education – PRR 

Focused on improving the quality of teaching and learning in higher education, the project is committed to studying pedagogical practices from the perspective of students and teachers, implementing integrated, inclusive and multidisciplinary approaches, as well as developing sustainable solutions to increase meaningful learning in various scientific areas. To this end, this project aims to increase the pedagogical-didactic skills of higher education teachers guided towards pedagogical innovation, with a strong focus on new technologies, cooperative approach and the quality of the teaching relationship. 

PI: Rita Barros 

The project aims to deepen knowledge of some of the dimensions that condition the teaching and learning process of students entering higher education over 23 years old, to meet their educational needs and promote pedagogical differentiation to counteract dropout rates. 

PI: Isabel Silva 

The project uses a playful and engaging approach to foster mathematical, communicative, and socio-emotional skills in young children. By incorporating ball games into the curriculum, the project aims to improve social participation, inclusion, and reduce sedentary behaviors.  

PI: Isabel Silva 

It is an action research project empowering children and young people to become active citizens, participate in their communities and drive sustainable development. 

SCIENTIFIC OUTPUT

Almeida, L. (2021). Do teachers’ continuous training improve assessment literacy? In Proceedings of 8th SWS International Scientific Conference on Social Sciences, 369-376. SGEM Scientific eLibrary. https://sgemsocial.org/index.php/elibrary-research-areas?view=publication&task=show&id=4657

Almeida, L. (2023). Qualidades Psicométricas do Questionário de Aferição da Literacia em Avaliação (QALA). Revista Portuguesa De Educação, 36(1), e23007. https://doi.org/10.21814/rpe.24079

Barbin, E., Capone, R., Fried, M., Menghini, M., Pinto, H., & Tororiello, S. (Eds.). (2023). History and epistemology in Mathematics Education. Proceedings of 9th ESU. Edizioni Nuova Cultura.

Barros, R. (2022). Desafio Futuros – Educação de adultos. In N. Crespo & N. Simões (Eds.), Mercado de Trabalho em Portugal – do salário mínimo ao teletrabalho. (pp. 349-–368). Actual Editora.

Barros, R. M., Monteiro, A., & Leite, C. (2021). An overall picture about academic literature focused on online learning in prison. Revista Conhecimento Online, 1, 127–152. https://doi.org/10.25112/RCO.V1I0.2392

Barros, R. M., Monteiro, A., & Leite, C. (2021). An overall picture about academic literature focused on online learning in prison. Revista Conhecimento Online, 1. https://doi.org/10.25112/RCO.V1I0.2392

Barros, R. M., Monteiro, A., & Leite, C. (2022). Youth Participation: A New Approach based on the Intersections Between Models, Views, and European Policies. Bordon. Revista de Pedagogia, 74(1), 11-28. https://doi.org/10.13042/Bordon.2022.89318

Barros, R., & Monteiro, A. (2021). E-learning em contexto prisional – reflexões apoiadas em um projeto de formação. In C. Valença & E. Pimentel (Eds.), Educação em espaços de privação e restrição da liberdade (vol. 1) (pp.82-88). Centro de Educação da Universidade Federal de Alagoas (UFAL)-Grupo de Pesquisa Educação em Prisões (GPEP). http://edufal.com.br/produto/educacao-em-contextos-de-privacao-e-restricao-de-liberdade-abordagens-e-acoes-interdisciplinares/

Barros, R., Leite, C., Monteiro, A., & Ferreira, N. (2021). Práticas para a Promoção dos Objetivos do Desenvolvimento Sustentável: Perspetivas de Professores. In C. Leite & P. Fernandes (Eds.), Currículo, Avaliação, Formação e Tecnologias Digitais em Educação (pp.87-105). CIIE – Universidade do Porto. https://ciie.fpce.up.pt/en/ebooks/curriculum-evaluation-training-and-digital-technologies-in-education

Barros, R., Leite, C., Monteiro, A., Lopes, A., Veiga, A., & Rodrigues, M. (2020). Models of youth participation handbook (University of Porto). Comissão Europeia. http://bepart-project.eu/wp-content/uploads/2021/03/Models-of-Youth- Participation-Handbook.pdf

Barros, R., Monteiro, A., & Leite, C. (2020). Digital literacies in the female prison context: reflections from the EPRIS project’s journey. In M. J. Brites & T. S. Castro (Eds.), Digital citizenship, literacies, and contexts of inequalities (vol. 1, pp. 117-120). Edições Universitárias Lusófonas. https://hdl.handle.net/10216/133581

Barros, R., Monteiro, A., & Leite, C. (2022). Self-esteem and motivation to online learning: the case of female inmates. Ensaio: Avaliação e Políticas Públicas em Educação, 30(116), 837–857. https://doi.org/10.1590/S0104-40362022003003035

Barros, R., Monteiro, A., & Magalhães, C. (2020). eLearning para a vida em contexto prisional: EPRIS. In J. Moreira, D. Caeiro, & S. Trindade (Eds.), Educação, formação e transformação digital em estabelecimentos prisionais (139-150). Universidade Aberta. https://repositorioaberto.uab.pt/bitstream/10400.2/9651/5/EDeL_N.8.pdf

Barroso, P. C. F., Oliveira, Í. M., Noronha-Sousa, D., Noronha, A., Mateus, C. C., Vázquez-Justo, E., & Costa-Lobo, C. (2022). Dropout Factors in Higher Education: A Literature Review. Psicologia Escolar e Educacional, 26. https://doi.org/10.1590/2175-35392022228736

Berg, J., Vestena, C. L. B., Costa-Lobo, C., & Fernández, V. L. (2021). Criatividade e desenvolvimento humano. In Criatividade e desenvolvimento humano. https://doi.org/10.31560/pimentacultural/2021.596

Berg, J., Vestena, C. L. B., Costa-Lobo, C., & Rocha, A. (2022). Criatividade e educação nas altas habilidades/superdotação. In Criatividade e educação nas altas habilidades/superdotação. https://doi.org/10.31560/pimentacultural/2022.94616

Berg, J., Vestena, C. L. B., Zwierewicz, M., & Costa-Lobo, C. (2020). Pandemia 2020 e Educação. Revista Brasileira de Educação Ambiental, 15(4), 470-487. https://doi.org/10.34024/revbea.2020.v15.10855

Castro, I., Soares, J., Silva, A. D., & Marques, C. (2020). Psicologia vocacional no ensino da psicologia em Portugal. Psicologia, 34(2), 215–224. https://doi.org/10.17575/psicologia.v34i2.1652

Costa-Lobo, C., de Sá, S., & Ribeiro, A. (2021). Promoção de Talento & Intervenção Psicológica: contributos da literatura. Educar Em Revista, 37. https://doi.org/10.1590/0104-4060.81548

Costa-Lobo, C., Matamá, J., & Nascimento, D. (2020). Reasoning, affectivity, and school performance at the end of portuguese elementary education: which variables to consider? Paideia, 30. https://doi.org/10.1590/1982-4327E3008

Costa-Lobo, C., Vazzoler-Mendonça, A., Capellini, V., & Wafunga, H. (2023). Problem & Project-based Learning in Pre-university Education: From Ideology to Practice. EDULEARN23 Proceedings, 1. https://doi.org/10.21125/edulearn.2023.1738

Costa-Lobo, C., Wafunga, H., Capellini, V., & Vazzoler-Mendonça, A. (2023). Talk Like a Pro: From Psychopedagogical Project to Skills Training. INTED2023 Proceedings, 1. https://doi.org/10.21125/inted.2023.2025

Costa, A., Pires, J., Mendes, M., Vazzoler-Mendonca, A., Capellini, V., & Costa-Lobo, C. (2022). Neuromarketing and Business: A Matter of Investment in the Iberian Peninsula. EDULEARN22 Proceedings, 1. https://doi.org/10.21125/edulearn.2022.2008

Costa, C., Menezes, L., Ribeiro, A., Pinto, H., Martins, A. P., Clain, T. C., Gomes, H., & Aires, A. P. (2021). Perspectives of Future Teachers of Early Years from two Portuguese Institutions on the History of Mathematics. ICERI 2021, 8222–8230.

DeZutter, S. L., Coleman, J., Hichenberg, N., Menezes, I., Neilson, A., Rios, C., Sunal, C. S., & Whitford, A. (2023). Collaborative Commentary. In International Perspectives on Educating for Democracy in Early Childhood, 185-188, Routledge.

Feio, M., & Nogueira, C. (2023). Museu cidade a céu aberto no território de Almada. In I. P. de Castelo Branco (Ed.), Património, educação e cultura – Convergências e novas perspetivas (pp. 135–146). https://doi.org/https://doi.org/10.53681/2023.I04/05

Feio, M., Antas, M., Medvedec, A., & Nogueira, C. (2022). Education and museums: An inclusive, intercultural, and integrated vision. European Commission. https://communityschoolsmuseums.eu/project-outcomes/

Feio, M., Antas, M., Medvedec, A., & Nogueira, C. (2023). Educação e museus: Uma visão intercultural, inclusiva e integrada. Edições Piaget.

Feio, M., Antas, M., Medvedec, A., Nogueira, C., Ferreira, J., Uixera-Cotano, L., & Alonso-Monasterio, P. (2022). Ebook knowledge and education: Cosmus in school, community and diversity. European Commission. https://communityschoolsmuseums.eu/project-outcomes/

Fernandes, M., Sousa, C., Conde, A., Silva, F., & Ferreira, M. (2023). Exploring the Relationship between Capacity to Love and Well-being: A Comparative Study of Emerging Adults and Middle-aged Adults. Sexuality & Culture, 17(3). http://dx.doi.org/10.1007/s12119-023-10184-x.

Gomes, C. A., e Sá, S. O., Vázquez-Justo, E., & Costa-Lobo, C. (2021). Education during and after the pandemics. Ensaio, 29 (112). https://doi.org/10.1590/S0104-40362021002903296

Gomes, C., Costa-Lobo, C., Noronha-Sousa, D., Vázquez-Justo, E., Costa, E., & Sá, S. (2022). Rivers Flowing Toward the Sea: Education Inequalities During COVID-19 Identified Through a Quality and Satisfaction Questionnaire to Students Concerning E-Learning. In Smart Innovation, Systems and Technologies, 256. https://doi.org/10.1007/978-981-16-5063-5_78

Gonçalves, S. P., Nogueira, C. D. C. L., da Silva, M. V, & Carlotto, M. S. (2023). Mapping the social representations of Psychology: a study in a Portuguese context. Estudos de Psicologia (Campinas), 40. https://doi.org/10.1590/1982-0275202340e200161en

Khaleque, A., Reboredo, A. R., Monteiro V., & Uddin M. K. (2021) Effects of Parental Acceptance-Rejection, Psychological Adjustment, Academic Self-Concept, and Learning Motivation on Adolescents’ Academic Achievement. International Journal of Biomed Research, 1(4), 1-11. https://www.auctoresonline.org/uploads/articles/1624614713Effects_of_Parental_Acceptance.pdf

Lagarto, J., & Faria, A. R. (2021). Novas abordagens ao conceito de manual escolar (digital): Evidências, conclusões e desafios do Projeto FAINA. 31st International Scientific Conference of Acise (U. C. Portuguesa, Ed.). https://educa.fmleao.pt/no6-2021/novas-abordagens-ao-conceito-de-manual-escolar-em-digital-evidencias-conclusoes-e-desafios-do-projeto-faina/

Lagarto, J., Faria, A. R., & Mata, J. (2021). Projeto FAINA 1:1 – (re)pensar manuais digitais (Ebook). Universidade Católica Portuguesa. https://ciencia.ucp.pt/ws/portalfiles/portal/37331282/Faina_Ebook_DOI.pdf

Leal, M. S., Marques, C., Taveira, M. C., & Melo-Silva, L.L. (2022). Career Education Questionnaire: psychometric properties of the Portuguese version. Estudos de Psicologia (Campinas), 39: e200018, 2022. https://www.scielo.br/j/estpsi/a/bBr9Lxng5RBHyVStqryfQXt/?lang=en

Leitão, A. (2022). Sentidos da instrução dos ameríndios em língua portuguesa (séculos XVI a XVIII). In C. DeNipoti (Ed.), Luzes, Educação e Cultura Escrita: Império Português (séc. XVIII) (pp. 328–355). Editora Fi. https://www.editorafi.org/ebook/664luzes

Leitão, A. (2023). Metodologias ativas e investigação na formação inicial de educadores e professores: contributos para a didática da língua portuguesa. In C. Cavaco, F. Costa, J. Marques, J. Viana, R. Marreiros, A. R. Faria, N. Dorotea, & J. Pinhal. Espaços Educativos – Políticas, Práticas, Atores e Aprendizagens. Atas do XXX Colóquio da AFIRSE Portugal (pp.145-158). AFIRSE Portugal e Instituto de Educação da Universidade de Lisboa. ISBN: 978-989-8272-44-7 https://afirse.ie.ul.pt/coloquios/xxx-coloquio-2023/

Leitão, A. (2024). Português Língua Não Materna e o Despacho 2044/2022: Que Desafios para a Formação de Professores? In E. Vilarinho (Org.). A educação como um bem público: políticas, tendências e controvérsias. Atas do IV Colóquio Internacional de Ciências Sociais da Educação (pp. 145-157). Instituto de Educação da Universidade do Minho. ISBN: 978-989-53545-5-9 https://eu-central-1.linodeobjects.com/evt4-media/documents/ATAS_IVCICSE.pdf

Leitão, A., Pereira, A. P. M. S., Gonçalves, A. C., Santos, F. L., de Pernambuco Nogueira, R. H., Rézio, S., & Torres, Z. L. S. B. (2020). “Planeta das cores”: as faces de um projeto digital. Revista Docência do Ensino Superior, 10, 1–21. https://doi.org/10.35699/2237-5864.2020.24714

Leite, C., Monteiro, A., Barros, R., & Ferreira, N. (2022). Curricular Practices Towards Sustainability and a Transformative Pedagogy. REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio En Educación, 20(4), 107-125. https://doi.org/10.15366/reice2022.20.4.006

Lent, R. W., do Céu Taveira, M., Soares, J., Marques, C., Cardoso, B., & Oliveira, Í. (2022). Career decision-making in unemployed Portuguese adults: Test of the social cognitive model of career self-management. Journal of Counseling Psychology, 69(1), 121–127. https://doi.org/10.1037/cou0000565

Lourenço, D. (2021). Formação de Professores e Inclusão de alunos com PEA. Educação Inclusiva, 12(1), 10-15.

Lourenço, D. (2022). Braille: Vários PONTOS de partida, um só ponto de chegada!”. In Braille Porquê? (pp. 17-20). Edições Pró-Inclusão.

Magalhães, C. (2024). Beyond Borders: Exploring the potential of immersive virtual learning environments to engage students in learning through emotions. In Digital Classroom at School: contributions to support innovation insights and perspectives on the pedagogical use of digital technologies. Porto.

Magalhães, C. (2024). Transforming Mathematics Education: The Power of Digital Tools in Active Learning. In J. Lencastre & M. Bento (Eds.), Steaming Ahead: Fostering critical thinking, problem-solving and creativity. Edition Research Centre on Education (CIEd).

Magalhães, C.; Bento, M., & Lencastre, J. A. (2023). Using educational robotics as a springboard to developing young children’s computational thinking. Centro de Investigação em Educação (CIEd)- Universidade do Minho.

Magalhães, M., Guimarães, L., Costa-Lobo, C., Vázquez-Justo, E., & Matos, R. (2022). Distance Learning Has a High Training Potential in the Workplace—Executive MBA, EaD, Business Management. In Smart Innovation, Systems and Technologies, 256. https://doi.org/10.1007/978-981-16-5063-5_82

Marques, C., Taveira, M. C., Nayal, M. E, Silva, A. D., & Gouveia, V. (2020). Life Values Among Lebanese and Portuguese College Students. Journal of International Students, 10(1), 159–180. http://dx.doi.org/10.32674/jis.v10i1.760

Martins, A. P., Clain, T. C., Costa, C., Pinto, H., Ribeiro, A., Gomes, H., & Menezes, L. (2021). Conceções e Práticas de Professores sobre a História no Ensino da Matemática num Contexto de Formação. Millenium, 2(esp. 9), 249–259. https://doi.org/10.29352/mill029e.23812

Martins, A. P., Gomes, H., Pinto, H., Ribeiro, A., Clain, T. C., Costa, C., & Menezes, L. (2021). Teachers’ Conceptions and Practices on the History of Mathematics in Teaching at 5th and 6th Grades in Portugal. ICERI 2021, 7078–7084.

Martins, A. P., Pinto, H., Gomes, H., & Menezes, L. (2023). Portuguese teachers’ conceptions and practices on the history of mathematics in teaching (7th to 12th grades). In E. Barbin, R. Capone, M. Fried, M. Menghini, H. Pinto, & S. Tortoriello (Eds.), History and Epistemology in Mathematics Education: Proceeding of the 9th European Summer University (pp. 566–572). Edizioni Nuova Cultura.

Martins, S. C. B., Vestena, C. L. B., Vázquez-Justo, E., & Costa-Lobo, C. (2022). Emergency Remote Teaching and Learning: An Experience Report. In Smart Innovation, Systems and Technologies, 256. https://doi.org/10.1007/978-981-16-5063-5_71

Monteiro, A., Leite, C., Barros, R., Caramelo, J., & Teixeira, E. (2021). Deal me in: An inclusive lens on digital storytelling and game-based learning with young people and adults. In J. Lencastre, P. Spanu, G. İlin, P. Milios, & M. Bento (Eds.), Gaming in action: engaging adult learners with games and gamification (pp. 209-220). Mesleki Girişimciler ve Toplum Gönüllüleri Derneği. https://drive.google.com/file/d/1TIEso2jNW__rTa8gQ0DX7wx0vIkwDymE/view?usp=drivesdk

Monteiro, A., Leite, C., Barros, R., Lopes, A., Rocha, C., Teixeira, E., Caramelo, J., Rodrigues, M., Fernandes, P., & Silva, S. (2021). Youth Digital Citizenship Education (Universidade Porto). Comissão Europeia. https://digitaliteracy.eu/wp-login.php

Monteiro, A., Machado, A., Leite, C., & Barros, R. (2022). Female’s self-concept as online learners in the context of lifelong learning in prisons. International Journal of Lifelong Education, 42(3), 125-141. https://doi.org/10.1080/02601370.2022.2153183

Monteiro, A., Sousa, C., & Barros, R. (2023). Kids Surfing the Web: A Comparative Study in Portugal. Computers, 12(168), 1–13. https://doi.org/10.3390/computers12090168

Monteiro, A., Teixeira, E. G., Leite, C., Barros, R., Fernandes, P., & Soares, F. (2022). Education Towards Literacy and Digital Citizenship of Young People: Beyond “Being Online.” Revista Conhecimento Online, 2, 89–107. https://doi.org/10.25112/RCO.V2.2991

Monteiro, A.; Leite, C.; Sampaio, M. & Barros, R. (2023). BEPART project: Scenarios of youth participation and curricular innovation at schools. INTED2023 Proceedings (pp. 1470-1477). https://library.iated.org/publications/INTED2023

Moreira, S. (2021). Projeto COOPERA, uma Boa Prática de Autonomia e Flexibilidade Curricular. In Flexibilidade e Interações – Rumos Desiguais. E-Book- Coleção Cadernos Escola e Formação, 65-71. Centro de Formação de Associação de Escolas Braga Sul.

Moreira, S. (2023). Comunidades Cooperativas de Aprendizagem Profissional (CCAP) Coopera – Capacitar Professores. ELO-Revista do Centro de Formação Francisco de Holanda, ELO 30 Dinâmicas de /(Trans)Formação, 1(30), 157-162. https://view.publitas.com/ancornet-lda/elo-30_a-29_08/page/1

Moreira, S., & Gonçalves, S. (2023). Relatório de Atividades 2023 – Projeto Coopera Escola+ 21-23. Direção-Geral da Educação. https://www.dge.mec.pt/sites/default/files/relatorio_de_atividades_2023_projeto_coopera_escola_21-23.pdf.

Moreira, S., Gonçalves, S., Macedo, F., Sousa, M. R., Vanêssa Mendes, V., Granja, A., Cardoso, S., & Moreira, L. (2022). Relatório de Atividades 2022 – Projeto Coopera Escola+ 21-23. Direção-Geral da Educação. https://www.dge.mec.pt/sites/default/files/relatorio_de_atividades_2022_-_projeto_coopera_escola_21-23.pdf

Nogueira, C., Faria, R., Barros, R. & Gonçalves, C. (2024). Aprender a Ensinar no Ensino Superior: contributos de um projeto de formação pedagógica de docentes na modalidade online. In Esteves, E., Estêvão, D., Monteiro, J. & Correia, M. (Coords.). Livro de Atas do 9.º Congresso Nacional de Práticas Pedagógicas no Ensino Superior (pp. 274-280). Universidade do Algarve. ISBN 978-989-9127-67-8. https://cnappes.org/cnappes-2023/apresentacoes/

Orifjon, S., Jammatov, J., Sousa, C., Barros, R., Vasconcelos, O., & Rodrigues, P. (2023). Translation and Adaptation of the Adult Developmental Coordination Disorder/Dyspraxia Checklist (ADC) into Asian Uzbekistan. Sports, 11(7), 135. https://doi.org/10.3390/sports11070135

Perdigão, R. (2020). Estado da Educação 2019. Conselho Nacional de Educação (CNE).

Perdigão, R., Flores, I., Lourenço, V. (2024). A realidade demográfica e laboral dos professores do ensino público em Portugal (2016/17 – 2020/21). Edulog.

Pessoa, M. S., Abreu, I. D., Andrade, A. I. Antunes, R., Borges, A., Cabrita, I., Carvalho, A. F., Perdigão, R., et al. (2022). Percursos DE educação linguística: uma homenagem a Maria Helena Ançã. UA Editora.

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