Keynote speakers

In the current educational context, the integration of 21st century skills has become an urgent need. These skills, which include skills such as critical thinking, creativity, collaboration, and communication, are essential for students to adapt and thrive in an ever-changing world. However, their effective development requires a pedagogical approach that transcends traditional teaching. In this sense, the executive functions of the brain play a key role, as they are fundamental for regulating behavior, making decisions, and solving problems.

Active methodologies, such as inquiry-based teaching or the engineering design process, among others, have proven to be effective tools to foster these skills in students towards STEAM literacy. Through these strategies, students not only acquire theoretical knowledge, but also have the opportunity to apply what they have learned in practical and collaborative contexts, which enhances the development of their executive functions. These methodologies foster meaningful learning where students become protagonists of their educational process. However, the successful implementation of these active methodologies is intrinsically linked to the role of the teacher, who acts as a facilitator and guide in the classroom. Teacher training and ongoing education are crucial to enable them to design learning experiences that simultaneously address executive functions and 21st century skills. An empowered teacher can create a dynamic learning environment that inspires students to explore, experiment and learn autonomously. Therefore, this presentation seeks to highlight the interconnection between 21st century skills, executive functions and active methodologies, emphasizing the importance of the teacher’s role in creating an educational environment that promotes the comprehensive development of students. In this way, it is hoped to cultivate individuals not only with knowledge, but also with the necessary skills to face the challenges and opportunities of the future.

Keynote speakers

Eva_María López Perea, Universidad de Burgos

She holds a PhD in Educational Sciences from the University of Burgos, where she obtained the distinction of Outstanding Cum Laude in 2018, and a degree in Pedagogy since 2008. She currently works as a contracted professor in the Department of Educational Sciences at the same university. Her main lines of research include neurodidactics and the quality of socio-community services. She has presented more than 40 communications at national and international conferences and has published numerous articles and book chapters, highlighting those indexed in WOS and Scopus (JCR), as well as in prestigious publishers, focused on community development, sociocultural animation and teaching-learning processes at various educational stages.

María Diez-Ojeda, Universidad de Burgos

She holds a PhD in Experimental Sciences, specialising in Environmental Sciences and Engineering from the University of Burgos. She is currently a professor in the area of Experimental Sciences Didactics at the Faculty of Education of the same university. In addition, she is the coordinator of the infant and primary area at the Scientific and Technological Station of Burgos and collaborates with the Scientific Culture and Innovation Unit of the University of Burgos. As a principal investigator, she has directed numerous national and international competitive projects. Her lines of research focus on the initial training of teachers in scientific education and the promotion of scientific vocations from the STEAM approach.

Academic production in the field of educational policies in different countries has highlighted the effects that the rise of conservative policies, in alliance with previously established neoliberal and managerial agendas, have had on the very notion of the right to education. Unlike previous contexts, in which disputes occurred mainly between social sectors affirming the democratizing content of the human right to education, inscribed in international law norms, constitutions, and laws, and reformist tendencies seeking to limit the scope of the notion of rights itself; in the reforms driven by the new liberal-conservative alliance, it is the content of fundamental rights itself that becomes contested and rewritten on new foundations.

This process of “reactive juridification” has, as common and transnational axes, a profound reinterpretation of the notion of freedom and the assertion of the precedence of the family (and, therefore, the private sphere) in matters of education, morality, and sexuality. Through this path, it establishes the foundations of a new conservative dogma for human rights in general and for the right to education in particular, favoring policies of privatization and school segregation, the expansion of homeschooling, and increased control over teachers’ and students’ work (militarization). In other words, this represents a (re)naturalization of the family’s role and social inequalities, which, in addition to fulfilling its immediate purposes in the moral disputes mobilizing religious and political fields, also serves to reinstate the reformist power of neoliberal educational agendas on a global scale.

In this regard, our hypothesis is that juridification driven by the new national liberal-conservative coalitions has, over the past decade, emerged as one of the main transnational trends in disputes over the meaning and content of the right to education, with profound potential impacts on the design of educational policies, even though this agenda manifests itself in different forms, proportions, timings, and instances in each national and local context.

Given this scenario, this paper presents results from ongoing research supported by the National Council for Scientific and Technological Development (CNPq), which aims to advance the conceptual definition of the distinct and sometimes opposing strands of juridification of education that characterize contemporary disputes over the content of the right to education. To this end, the paper builds on the sociological notion of juridification, developing and applying it to the disputes that demarcate the field of educational policies. Such a notion enables a theoretical construction about the relationship between law and educational policies that is both critical — by anchoring the phenomenon of juridification in the development and influence of the welfare state — and instrumental to those working in the field of educational policies at all levels. In doing so, we overcome both excessively formalist and fragmented views from traditional legal literature and idealistic and normative approaches that disregard the complexity of the disputes surrounding the right to education.

Keynote speaker

Salomão Barros Ximenes

salomao@usp.br
Professor at the School of Education at the University of São Paulo (FE – USP), affiliated with the Department of School Administration and Economics of Education (EDA). Member of the Postgraduate Program in Education at USP and the Postgraduate Program in Public Policies at the Federal University of ABC (UFABC). Holds a Ph.D. in Law (USP) and a Master’s degree in Brazilian Education (UFC). He is a researcher at the National Council for Scientific and Technological Development (CNPq) and an associate editor of the journal Educação & Sociedade. He coordinates the Educational Policy Observatory of Greater ABC, funded by the São Paulo Research Foundation (FAPESP), and is a member of the team at the National Observatory on Violence against Educators (ONVE). He is also a member of the Working Group (GT) on Educational Policies and the Right to Education of the Latin American Council of Social Sciences (CLACSO), the Public School and University Network (REPU), the Coalition Against Ultraconservatism in Education, and the National Institute of Science and Technology for Educational Policy and Teaching Work (INCT Gestrado).

To think today about schools, working methods, assessments and students is to travel a long road of hesitations, setbacks, continuities and also significant changes. Education is a political act, and to help us think about it, we used teachers’ reflections written between 1950 and 1970, in final internship reports or annual reports sent to the Higher School Education Inspectorate. We also looked at the most important published legislation and realised that there were educational reforms that anticipated the Carnation Revolution. The readings do not follow a chronology of ‘before’ and ‘after’, but rather one of conditioning factors, experiences, and commitments.

Keynote speaker

Raquel Pereira Henriques

Raquel Pereira Henriques: PhD since 2008. Title of dissertation: Legal discourse and educational practice. To be a teacher and to teach History (1947-1974). Scientific Domain: Contemporary cultural history and history of contemporary mentalities. Institution that granted the academic degree: Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, Lisbon, Portugal. Assistant Professor at the same Institution. Responsible for Supervised Teaching Practice and a Research Supervision Seminar. Scientific areas – Contemporary cultural History and History of contemporary mentalities; Methodologies of History teaching; History of education in the contemporary era; History of Portuguese furniture; Intangible heritage.

Innovation and Pedagogy are at the heart of curriculum development, taking into account what we know from research that has been carried out for more than 100 years about the possibilities of improving how we teach and learn. In this sense, it has proven relevant to investigate and reflect on the basis of an in-depth discussion about the relationships between innovation, pedagogy, curriculum and assessment. In this communication, critical issues that have emerged from research and school practices and that are associated with the transformation of the School and what and how can be learned with understanding, depth and real interest are presented and discussed.

Keynote speaker

Domingos Fernandes

President of the National Education Council (Portugal), elected by the Parliament, since June 9, 2022. Full Professor, retired, at the School of Sociology and Public Policies of ISCTE – University Institute of Lisbon and integrated researcher at CIES-IUL – Centre for Research and Studies in Sociology. For 17 years he was coordinator of Master’s and PhD programs in the specialty of Assessment in Education at the University of Lisbon. His main interests in the fields of research and teaching are the Evaluation of Public Education Policies, Teacher Training Policies and Curricular Policies, Assessment Theory, Pedagogical Assessment Policies and Practices and the Relationships between Curriculum, Pedagogy and Assessment. Visiting professor at a variety of international universities such as Texas A&M University, in the United States, University of São Paulo (USP), Federal University of Uberlândia (UFU) and Federal University of Pará (UFPA), in Brazil, and University of La Salle, in Colombia. Principal investigator of national and international research and evaluation projects, financed through public tenders and service provision contracts. Author of around 200 publications and 300 national and international communications. In the last three years he has coordinated the following research projects: Educational policies and Portugal’s performance in PISA (2000-2015), funded by POCH, European Social Fund and Portugal 2020 (2017-2018); Skills Assessment of High Education Teachers in São Tomé and Príncipe, funded by the Camões Institute (2018-2019); and Monitoring, Follow-up and Research in Pedagogical Assessment (MAIA Project), funded by POCH, European Social Fund and Portugal 2020 (September 2019-March 2022). His most recent article is entitled “Education, society and democracy: the legacy of John Goodlad”, published in May 2022 in the journal Estudos Avançados of the Institute of Advanced Studies of the University of São Paulo, Brazil. His most recent book, entitled Evaluate and learn in a culture of pedagogical innovation, was published in April 2022 by Leya Editors. His most recent research report, which he coordinated and co-authored, is entitled For a pedagogical assessment: dynamics and training processes within the scope of the MAIA Project and was published online in September 2021.

Sinopsis: 

This workshop aims to explore the use of legal materials as a didactic tool for teaching social and cultural phenomena. The session consists of two parts. It begins with a brief overview of how law manifests itself in everyday life and acts as a testimony to beliefs, memories and values. This is followed by a practical exercise based on statements from laws, complaints, interrogations, accusations, judgements and/or expert reports. Their collective reading and discussion will allow us to highlight the documentary potential of legal norms, devices and arguments reflecting the cultural consensuses and tensions that, more or less consciously, permeate and challenge society. 

Trainer

Tiago Ribeiro

Tiago Ribeiro holds a bachelor’s and a master’s degree in Sociology and is currently pursuing a PhD in Sociology at the Faculty of Economics, University of Coimbra. He has been a junior researcher at the Center for Social Studies since 2007 and worked at the Permanent Observatory on Portuguese Justice until 2014. He teaches various social sciences courses at ESECS-IPL, where he has been a guest lecturer since 2009. His research focuses on the cultural studies of law, with an emphasis on the legal meaning of sex.

Sinopsis: 

The main aim of this workshop is to energise book and reading mediation practices, as well as oral tradition tales. The focus is on promoting and encouraging interaction with books and orally-told stories, using different strategies and activities.

Trainer

Liliana Gonçalves

Liliana Gonçalves is a librarian by profession, dedicated to the performing arts of children’s animation and theatre. She writes, tells and retells stories and is a book and reading facilitator.

Trainer

Sinopsis: 

This workshop aims to explore the possibilities of engaging with mathematical concepts through the structures and rhythms of traditional dance choreographies. It will focus on geometry concepts such as symmetry, geometric figures, angles, and distances, which can facilitate a more precise execution of dance movements.
Participants will learn a dance and represent it on paper using an exploratory teaching methodology.

Workshop Duration: 90 minutes
Maximum number of participants: 25

Mercedes Prieto

Mercedes Prieto is from Galicia and holds a PhD in Educational Sciences from the University of Évora (2018). Her thesis focused on “Dance as a Context for Learning Mathematics.” She is currently a trainer for the National Arts Plan, providing training for teachers across the country. She also works in schools with the MUS-E artistic program and is involved in animation and performance projects such as Pesdelã, Armadanzas, and Zampadanças, among others. Additionally, she is the author of educational materials and scientific articles.

Full professor at ESECS-IPL, an integrated researcher at the Center for Educational Research and Intervention at the Faculty of Psychology and Educational Sciences at the University of Porto, and a researcher at CICS.NOVA.IPLeiria. Degree in Sociology from ISCTE and master in Social Analysis of Education from Boston University, having obtained his PhD and aggregation in Education Sciences from the University of Porto. With ethnographic experience, he develops research into the school-family relationship, intercultural education and mediation, and information and communication technologies in a socio-educational context.

Degree in Philosophy from the Faculty of Arts and Humanities of the University of Lisbon, master in Social Analysis of Education from Boston University and PhD in Literacy and Education from the Faculty of Social and Human Sciences of the NOVA University of Lisbon. She was a researcher at the Research Center for Interactive Technologies, at the same university. She was a primary and higher education teacher (namely at the School of Education of the Polytechnic Institute of Lisbon), administrator of the Serralves Foundation, commissioner of the National Reading Plan and Minister of Education. She is a consultant to the President of the Republic in the area of education, a member of the Advisory Board of EDULOG – Fundação Belmiro de Azevedo, and, among other activities and publications, is the author, with Ana Maria Magalhães, of the Uma Aventura collection.

Degree in Educational Sciences from the Institute of Psychology and Educational Sciences at the University of Geneva, where she also taught; master in Social Analysis of Education from Boston University; and Doctor Honoris Causa by ISPA (Portuguese Institute of Applied Psychology). Having coordinated and participated in multiple publications aimed at teacher training, she was director of Noesis journal, pedagogical director of several television programs (such as the Portuguese version of Sesame Street), President of the Educational Innovation Institute of the Ministry of Education, President of the Portuguese Association for Artistic Intervention and Education through Art, and President of the National Education Council (Portugal). She is also Emeritus Professor at the School of Education of the Polytechnic Institute of Setúbal.

Sérgio Godinho is a composer, performer and writer. He studied Economics and Psychology, was a film and theater director and actor. He released his first album – Os Sobreviventes – in 1971 and, since then, around twenty original albums, with several others live and many collaborations. In 2007, he published, for children and others, O pequeno livro dos medos, and, more recently, the novels Coração mais que perfeito, Estocolmo and Vida e morte nas cidades geminadas. Songs such as O primeiro dia, WCom um brilhozinho nos olhos, Liberdade, A noite passada, but also Um tractor, Tem ratos or 2º andar, direito, figure in the symbolic and affective memory of contemporary Portuguese society.

Outdoor learning favours contact with nature, observation, data collection and analysis and reflection, and is a complementary resource to the STEAM approach; because it promotes interdisciplinarity, transferability between different subject areas and learning in context. Given this potential, a research project was carried out, funded by the Quality of Life Research Centre (CIEQV), with the aim of understanding how educators and teachers use the school’s outdoor spaces pedagogically. To this end, the questionnaire applied to a group of schools in the city of Santarém showed that although educators and teachers recognise the potential of outdoor learning, this approach is not widely practised in schools. Barriers such as teachers’ lack of knowledge and confidence, safety issues, curriculum requirements and organisational pressures in schools were mentioned. However, according to the respondents’ perspectives, training can play a key role in changing practices. In view of these results, a training workshop aimed at primary school teachers is being developed. In this phase of the project, data from the observation of training sessions, trainees‘ productions, interviews and the application of a questionnaire will be analysed in order to assess the impact of the programme on the evolution of participants’ perceptions of the pedagogical use of outdoor space; and on their ability to plan and implement didactic proposals following a STEAM Outdoor approach.

Keywords: outdoor learning; teachers training; STEAM education.

Marisa Correia 

Marisa Correia is a professor at Santarém Polytechnic Institute (School of Education). She holds a degree in Chemistry and Physics, a Master in Education from the Faculty of Sciences – University of Lisbon and a PhD in Science Education from the Institute of Education – University of Lisbon (IE-UL). Post-graduated in Education and Digital Technologies from the Institute of Education – University of Lisbon. Carried out a Postdoc program at the IE-UL, within the framework of the GoSTEM Project, funded by the FCT (Portuguese Foundation for Science and Technology). Coordinates the Scientific Area Quality Education at the Life Quality Research Center. Coordinates the post-graduation program in STEAM Education. Author of several award-winning OER. Develops research and courses for in- and pre-service teachers focused on Innovative/Inclusive Learning Environments, Digital Technologies in Education, Science Education, and STEM/STEAM Pedagogy for etwinning/European Schoolnet and the Portuguese Directorate for Education, among other institutions.

Trata-se de um Projeto de criação/conceção, intervenção e investigação, baseado no jogo desportivo Tripela criado em 2008 por Rui Matos. Com efeito, a partir da criação da Tripela, a sua divulgação nacional e internacional abriu novos horizontes e desafios. Um desses desafios, constatado o potencial coordenativo do gesto-base da modalidade desportiva criada, foi (e continua a ser) o de criar um teste de coordenação motora grossa que permitisse, de forma expedita, avaliar essa mesma coordenação. Agora, é já de competência motora que estamos a falar, construto mais amplo e de maior potencial de desenvolvimento. Neste painel, é nossa intenção dar a conhecer este trajeto, mostrando o início, o trajeto e os principais resultados já alcançados e a alcançar ao logo do tempo.

Nuno Amaro
Professor in Human Movement Science at the Department of Sport, Exercise and Health, at School of Education and Social Sciences – Polytechnic of Leiria; 

His main areas of teaching include Physical Activity and Health, Swimming and Water Fitness and Internship. 

He created two programmes of Physical Activity in Polytechnic of Leiria: PAFE® – physical activity for the IPL students and PAFL – Labour Physical Activity. 

Full member of the Research Center in Sports Sciences, Health Sciences and Human Development (CIDESD). His main interest areas of research are Strength & Conditioning among all ages; Physical Activity as a tool for Health and Tripela. 

Area of expertise: Strength & Conditioning and swimming performance; Physical Activity and Health; Motricity for Children and Tripela. 

Academic habilitation 
PhD in Sports Sciences 
Master in Sports Sciences 
Degree in Physical Education 

Some Professional Expertise 
16 years’ experience on higher education institutions; 
Coordinator of the Sports and Well-being Degree course from October 2018 to October 2021. 
Co-coordinator of Tripela, a team sport created by Rui Matos, since 2009; 
Collaboration with scientific and opinion articles, for several years, in different local and regional newspapers. 

Scientific outcomes 
More than 50 scientific productions, among conferences, papers, posters, books and book chapters; 
Member of the scientific committee in various conferences; 
Reviewer of several articles for different scientific journals; 

Ciência Vitae: https://www.cienciavitae.pt//pt/E319-6A71-D3DB 
ORCID: https://orcid.org/0000-0001-8160-8007 
Researcher ID: https://publons.com/researcher/2450054/nuno-mpa-amaro/ 

Rui Matos
Professor in Human Movement Science at the Department of Sport, Exercise and Health, at School of Education and Social Sciences – Polytechnic of Leiria; 

He has expertise in motor development, motor control and motor learning. 

Coordinator of Healthy Campus Project on Polytechnic of Leiria (maximum certification) 

FISU Healthy Campus auditor for 2024-2025 

Academic habilitation 
PhD on Human Movement Sciences 
Master in Motor Development 
Degree in Physical Education 

Some Professional Expertise 
35 years’ experience on higher education institutions; 
Dean (2013/2017) of School of Education and Social Sciences of Polytechnic Institute of Leiria; 
Young Female National Team Handball coach (1997-1999); 
Creator of Tripela, a team sport, in 2008; 
Vice-Coordinator of CIDESD (Research Center in Sports Sciences, Health Sciences and Human Development); 
Lecturer in several coaches’ and referees’ training courses of different sports, namely football and futsal; 
Collaboration with scientific and opinion articles, for several years, in different local and regional newspapers. 

Scientific outcomes 
More than 100 scientific productions (60 Scopus), among conferences, papers, posters, books and book chapters; 
In 2010, he won the Fernando Lavrador prize for the best communication in the first International Conference of Cinema of Avanca Film Festiva, ex-aequo, among around 140 communications from 20 countries researchers; 
Member of the scientific committee in various conferences; 
Member of I-COMDR (The International Consortium of Motor Development Research) 
Member of the editorial board of national and international journals; 
Reviewer of several articles for different journals; 
Invited as a keynote speaker in national and international Conferences 

Orcid: 0000-0002-2034-0585; 
ID CIÊNCIAVITAE: E91C-D6C7-62A5; 
Scopus Author ID: 55315503400; 
Web of Science ResearcherID: T-3119-2019. 

Other outcomes 
Writer for, mainly, an infant juvenile public (more than a dozen books); 
Several literary prizes, namely award (best tale) in the 1st Literary Contest of the National Association of Poets and Prosators, 2009; 
He is, by now, an external expert, recognized by the Portuguese Education System, at some basic and secondary schools for pedagogical innovation 

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Positive parenting is a reality to be achieved through formal and informal protection networks, with the participation of children and young people. This study focuses on children’s and young people’s perceptions of the parenting practices they experience in their daily lives. The research employed a quantitative approach, collecting data through a questionnaire survey of 954 children and young people in central Portugal. The results show perceptions of parental dynamics in different dimensions of their daily lives: play and leisure, participation and citizenship, safety and security, health, education and other personal life issues.

Keywords: education, positive parenting, children and adolescents, Adélia project

Tânia Moreira da Silva

Tânia Moreira da Silva is a Social Worker, graduated from the School of Education and Social Sciences (ESECS) of the Polytechnic Institute of Leiria (IPLeiria). She works as a guest lecturer at ESECS/IPLeiria. She works as a social worker and technical director in a residential facility; and as a mediator in youth training pathways in a prison. 

Abstract:
This Symposium aims to present the work of a research group that includes teachers from four Portuguese institutions (Escola Superior de Educação – ESE Santarém, ESE Setubal, ESE Portalegre and ESE Leiria), four Brazilian institutions (Federal University of São Carlos, Federal University of Lavras, Federal University of São Paulo and Federal University of Juiz de Fora) and one from France (Regional Training Center for Childhood professionals), linked to research and training in teaching work for the first ages. Within the scope of the agreement established between the three countries, two lines of research are organized, namely: one related to educational practices (children aged zero to six) and the other related to the training work of professionals who work with this age group. Initially, we are focusing on characterizing the socio-educational contexts of the three countries and the training practices of the nine institutions. In this work, specifically, we start from the study of citizenship education, with a particular emphasis on gender issues, analyzing the existing curricular guidelines in each country and the work carried out in terms of training, in each of the institutions.

Dynamizers
Maria João Cardona – ESE_ IP de Santarém 
Andrea Braga Moruzzi – Universidade Federal de S. Carlos 
Carolina Alvarenga – Universidade Federal de Lavras 
Daniela Finco – Universidade Federal de S. Paulo 

Maria João Cardona
	Coordinating Professor with aggregation at the Higher School of Education of the Polytechnic Institute of Santarém. PhD and Master’s Degree in Educational Sciences; Degree in Psychology; Early Childhood Educator Course. Author of publications and coordination of (inter)national projects in the field of education/training for early ages, namely on policies for childhood and on gender and citizenship education. In addition to participating in European projects, cooperation work with Cape Verde, Mozambique, São Tomé and Príncipe, Guinea-Bissau, Macau and Brazil .
Andrea Braga Moruzzi
	Pedagogue, Master, PhD, and Postdoctoral Researcher in Education. Professor at the Federal University of São Carlos (UFSCar), Brazil, working in the teacher education program and the Graduate Program in Education, where she supervises master’s and doctoral research on the following topics: Childhood, Sociology of Childhood, Early Childhood Education, Gender, and Feminisms.  She is the leader of the Research Group – InFemis – Childhood and Feminisms. She has administrative experience as Director of an Early Childhood Education Unit, Coordinator of the Pedagogy Program, and Head of Department.
Daniela Finco
	Associate Professor in the Department of Education of the School of Philosophy, Literature and Human Sciences of the Universidade Federal de São Paulo (EFLCH-Unifesp), Guarulhos – Brazil. Master’s in Education in the area of Education, Society, Politics and Culture from the Universidade Estadual de Campinas (Unicamp). PhD in Education in the area of Sociology of Education from the Universidade de São Paulo (USP), carrying out a doctoral internship at the Institute of Child Studies of the University of Minho, in Portugal. She is the leader of the Research Group Gender, Early Childhood Education, Culture and Society at Unifesp. Her academic and research activities focus on areas such as Childhood Pedagogy, Gender Studies, Teacher Training, Sociology of Childhood and Human Rights.
Carolina Faria Alvarenga
	Pedagogue, Master, and PhD in Education. Professor at the Department of Education and the Graduate Program in Education at the Federal University of Lavras (UFLA), Minas Gerais, Brazil. She is the leader of the Research Group on Early Childhood Education, Gender Differences, and Childhoods (GEIDI/UFLA). Currently, she is the Coordinator of the Pedagogy Program at UFLA .

Abstract:
This Symposium aims to present the work of a research group that includes teachers from four Portuguese institutions (Escola Superior de Educação – ESE Santarém, ESE Setubal, ESE Portalegre and ESE Leiria), four Brazilian institutions (Federal University of São Carlos, Federal University of Lavras, Federal University of São Paulo and Federal University of Juiz de Fora) and one from France (Regional Training Center for Childhood professionals), linked to research and training in teaching work for the first ages. Within the scope of the agreement established between the three countries, two lines of research are organized, namely: one related to educational practices (children aged zero to six) and the other related to the training work of professionals who work with this age group. Initially, we are focusing on characterizing the socio-educational contexts of the three countries and the training practices of the nine institutions. Starting by clarifying the concept of model, in this work we start by studying the training model of each institution, characterizing its foundations and guiding principles and the way in which these are implemented in educational practices.

Dynamizers 
Amélia Marchão – ESECS_ CARE_ IP de Portalegre 
Isabel Tomázio Correia – ESE _ IP de Setúbal 
Sofia Figueira – ESE_ IP de Setúbal 
Miguel Oliveira – ESECS_CI&DEI_ IP de Leiria  

Amélia Marchão
	Is an associate professor in the Department of Education and Training at the Portalegre Polytechnic University. Researcher at CARE (Research Center on Health and Social Sciences – Portalegre Polytechnic University) and collaborator at CIEQV (Life Quality Research Centre – Polytechnic Institutes of: Santarém, Leiria, Setúbal, Portalegre, Beja). Presently, she is researcher on the LC4 Inclusion project, an FCT funded project coordinated by the Institute of Education at the University of Lisbon.  Academic qualifications: Post-doctorate in Education, PhD in Educational Sciences, Master’s Degree in Supervision, Post-graduate degree in School Administration and Childhood Educators Degree.  Current institutional functions in addition to teaching: Coordinator of the Master’s Degree in Pre-school Education and Teaching of the 1st CEB; Coordinator of the specialization in Early Intervention of the Master’s Degree in Special Education. Director of Aprender Journal. Author and co-author of national and international publications.
Isabel Tomázio Correia
	She holds a PhD in Education from the Institute of Education of the University of Lisbon, a Degree and a Master’s Degree in Educational Sciences, a Post-graduate degree in Special Education in the Cognitive-Motor and Early Intervention domain and a Bachelor’s Degree in Early Childhood Education. She has been teaching for 37 years, always in the field of Early Childhood Education – direct work with children; coordination of educational establishments; intervention in socio-educational and community projects; director of the Training Center of the Association of Early Childhood Education Professionals (APEI); coordinator of the Local Early Intervention Team of Seixal; trainer of educators/teachers, assistants, nurses, in the context of continuous training and as a teacher in higher education in the initial training of educators/teachers. She currently works as an invited adjunct professor at the School of Education of Setúbal, at the Jean Piaget School of Almada and School of Education and Social Sciences of the Polytechnic of Portalegre. She teaches curricular units in the scope of Pedagogy and Early Childhood Education, in the Degree in Basic Education, in the Masters of Pre-school Education and Pre-school Education and 1st CEB and Special Education and coordinates the Higher Professional Technical Course – Educational Intervention in Nursery. He has published, individually and in co-authorship, scientific articles and a book.
Sofia Gago da Silva Corrêa Figueira
	Adjunct Professor at the School of Education of the Setúbal Polytechnic Institute. Coordinator of the Master’s Degree in Pre-School Education, member of the Social Sciences and Pedagogy Department and member of the Quality of Life Research Center (CIEQV). PhD in Education – Specialization in Teacher Training; Specialist degree in the Training of Early Childhood Educators; Master’s Degree in Educational Sciences – Specialization in Early Childhood Education; Degree in Early Childhood Education. Author and co-author of publications on the early years, namely on nursery school practices and on the initial training of nursery school teachers. Cooperation work with Guinea-Bissau on the PRECASE project.
Miguel Oliveira
	He is an Adjunct Professor at the School of Education and Social Sciences of the Polytechnic Institute of Leiria (ESECS/IPL). He holds a Degree in Early Childhood Education and a Postgraduate Diploma in Educational Sciences – Curriculum Theory and Development from the Institute of Education of the University of Lisbon. He earned a PhD in Educational Sciences from the University of Trás-os-Montes and Alto Douro.  At ESECS, he coordinates the Master’s in Preschool Education and the Education Section within the Department of Communication, Education, and Psychology. Since 2000, he has been a Supervisor of Pedagogical Practice and Teaching Internships in the initial training of educators and teachers.  He is an Integrated Researcher at the CI&DEI – Center for Studies in Education and Innovation. He also serves as President of the National Association for Animation and Education. In Óbidos, he is a municipal representative and was responsible for coordinating the first Municipal Strategic Educational Plan.  He is the author and co-author of numerous national and international books and scientific articles on Early Childhood Education.