Artigos em revistas científicas

Regulation Block

Article 1 - Definition

1 - The Center for Research and Innovation in Education is a Unit, under the terms referred to in paragraph c) of number 3 of Article 10 of the Statutes of the School of Education of the Polytechnic Institute of Porto (ESE-IPP), adopting the acronym inED.

2 - Its international denomination is Center for Research and Innovation in Education, with the same acronym.

3 - inED has scientific and management autonomy, under the terms of this Regulation, without prejudice to the norms, procedures and guidelines of ESE-IPP and superior services and other entities.

4 - The members of inED have the autonomy established in the projects in which they are involved, without prejudice to taking into account that referred to in the previous number and the policies and guidelines outlined by inED.


Article 2 - Objectives

inED objectives are:

1 - Fostering research and innovation, including:

  1. Promoting initiatives leading to the development of projects;
  2. Promoting and evaluating project applications to funding entities;
  3. Performing actions to share knowledge, diffusion and reflection on projects;
  4. Collaborating in the training of new researchers;
  5. Creating and updating information about its activities.

2 - To foster collaborations involving knowledge areas of the ESE-IPP, namely those leading to conceptual and practical migrations and inter-hybridisations, and the intersections and synergies of explanatory and interventional ideals, for the design and execution of projects that express and promote the multifaceted school.

3 - Encourage collaborations between ESE-IPP and other entities, at national and international level.

4 - To establish and maintain itself as a research unit recognised and evaluated by the competent national body for certification and evaluation of the scientific system.

5 - Edit the Sensos-e journal as a way of disseminating knowledge, research and innovation in the area of ​​Education.


Article 3 - Constitution and Structures

1 - inED is composed of integrated researchers, collaborating researchers and student researchers.

2 - the career professors of the ESE-IPP with a doctorate that ensure regular scientific production within the scope of inED can be integrated members of the inED, and are allowed to collaborate in another research unit or similar, provided that for this purpose they have a favourable opinion.

3 - PhDs outside the ESE-IPP that meet the conditions set out in the preceding paragraph, and, if applicable, have a favourable opinion of their institutions, may be integrated members.

4 - Collaborating members are researchers who participate in projects underway in inED and who, not being a research student, do not intend or do not meet the conditions to be integrated researchers.

5 – Student researchers are students enrolled in undergraduate or master's degree programs of the ESE-IPP that actively participate in ongoing projects.

6 - inED has the following Governing Structures: Director; Scientific Committee (SC); Plenary; Follow-up Committee (FC); Commission of Stakeholders (CS); Thematic Area Coordinator. 


Article 4 - Director

1 - The Director is nominated by the Chairman of the Technical-Scientific Council of ESE-IPP (TSC), among the members of the SC, being appointed by the President of ESE-IPP.

2 - It is the responsibility of the Director:

  1. To represent inED;
  2. To promote activities and delineate policies and priorities;
  3. To convene and conduct meetings of the SC and the Plenary;
  4. To ensure compliance with the deliberations of the SC and the Plenary;
  5. To ensure overall coordination and day-to-day management;

3 - The Director may delegate functions to members of the SC.

4 - The Director has a casting vote in the deliberations of the SC and the Plenary.

5 - The term of office of the Director shall be three years.

6 - The Director may not serve more than three successive terms.

7 - In the case of vacancy or impediment of the exercise of the Director's mandate, the functions of the Director shall be exercised by another member of the SC, nominated by the President of the CTC and appointed by the President of the ESE-IPP, while a new element may be appointed for the SC.


Article 5 - Scientific Committee

1 - The Scientific Committee (SC) is composed of five effective members and two alternates, elected by the Plenary from among integrated researchers under the conditions of number 2 of Article 3.

2 - It is the responsibility of the SC:

  1. To invite researchers to be inED members and cease membership;
  2. To pronounce on research policies and priorities;
  3. To supervise administrative and financial management;
  4. To coordinate internal evaluation processes;
  5. To prepare annual activity plans and implementation reports;
  6. To elaborate protocol terms between inED and other collective or individual entities;
  7. To pronounce on matters submitted to it by the Director;
  8. To adjuvate the Director;
  9. To develop internal norms of internal regulations;
  10. To designate the members of the follow-up committee;
  11. To propose a Coordinator for each thematic area to the Director;
  12. To propose amendments to this Regulation to the Technical-Scientific Council (TSC).

3 - The term of office of each member of the CC shall be three years.

4 - Each member of the CC may not exercise more than three successive terms.

5 - In case of vacancy or impediment of a member of the CC, the president of the TSC appoints the alternate element of the CC with more votes, until the end of the mandate left vacant or the impediment.


Article 6 - Plenary

1 - The Plenary is composed of all the researchers.

2 - Only the integrated researchers have the right to vote.

3 - It is incumbent upon the Plenary:

  1. To elect the members of the SC;
  2. To pronounce on the matters referred to in points b), c), d) e), and g) of number 2 of Article 5;
  3. To pronounce about anything the members of the SC put to its appreciation.

4 - Regular meetings are annual.

5 - Extraordinary meetings shall be decided by the Director, by the SC or by two-thirds of the members of the plenary.


Article 7 – Follow-up Committee

1 - The Follow-up Committee (FC) is a unit with evaluation and advisory functions.

2 - The FC is constituted by individualities outside of the Polytechnic Institute of Porto, of recognised competence, part of them exercising their activity in non-national institutions.

3 – FC regularly reviews the operation of inED and issues judgements they deem appropriate, namely on the plan of activities and the annual scientific report.

4 - FC Meetings:

  1. The regular meetings are annual and convened by the director of inED;
  2. Extraordinary meetings are called by the Director of inED, at his or the SC's initiative;

5 - The FC will also carry out, if applicable, the functions established in regulations of the national scientific system regarding Research Units with multi-year funding.


Article 8 - Stakeholders Commission

1 - The Stakeholder Committee (SC) is a unit with advisory functions.

2 – SC is constituted by individuals outside of the Polytechnic Institute of Porto, of recognised competence, coming from institutions and services representative of the community.

3 - It is incumbent upon the SC to promote the analysis and discussion of specific topics or issues within educational, social and cultural policies and structures that can guide research to respond to the needs and expectations of individuals, organisations and communities

4 - The SC meetings shall be annual and convened by the inED Director.


Article 9 - Thematic Area Coordinator

1 - inED, in pursuit of its objectives, may organise research projects in thematic areas, each with a researcher responsible for its coordination.

2 - The Thematic Area Coordinator is proposed by the SC, among the integrated researchers, being appointed by the Director of inED.

3 - The coordinator of the thematic area:

  1. Issues opinions on proposals for new research/innovation projects;
  2. Prepare the activities report of the thematic area, carrying out a global analysis of the scientific production evidenced in the reports of the projects;
  3. Collaborates with the SC and the Director when requested.


Article 10 – Resources

1 - Human resources are integrated researchers, collaborators, and student researchers, as well as non-teaching staff who perform technical or administrative functions.

2 - Material resources and financial resources include those assigned by the institution, those obtained by financing projects and others arising from its activities.


Article 11 - Final provisions

1 - The Director forwards any doubts and omissions relating to these Regulations to the TSC.

2 - Once approved by the TSC, this Regulation shall enter into force on the day following the homologation by the President of ESE-IPP.


  1. Alves, S., Lopes-dos-Santos, P., Sanches-Ferreira, M., & Silveira-Maia, M. (2021). Exploring the multicomponent structure of acceptance attitudes in Portuguese children using the modified Chedoke-McMaster Attitudes toward Children with Handicaps Scale. European Journal of Educational Research, 10(4), 1963-1972.
  2. Antunes, A. P., & Araújo, S. B. (2021). Ensino de investigação qualitativa em psicologia (da educação): Impacto percebido em alunos de mestrado. Revista Lusófona de Educação, 51, 153-169. http://doi: 10.24140/issn.1645-7250.rle51.10
  3. Araújo, S. B., & Antunes, A. A. (2021). Assessment of workplace-based learning: Key findings from na ECE professional master programme in Portugal. International Journal of Early Years Education, 29(3), 268-281.
  4. Barros, S., Peixoto, C., Pessanha, M., Ferreira, T., Barros, A., Kiel, E., Weiß, S., & Keller-Schneider, M. (2021). A escolha de uma carreira no ensino em Portugal: Motivos e autoeficácia de estudantes de mestrado. Revista Portuguesa De Educação, 34(1).
  5. Carvalho, J. M., Delgado, P., Montserrat, C., Gistau, J., & Casas, F. (2021). Subjective Well-Being of Children in Care: Comparison Between Portugal and Catalonia. Child and Adolescent Social Work Journal, 38
  6. Carvalho, J., Delgado, P., Correia, F., & Alves, S. (2021). Perspectivas de Vida de Niños y Jóvenes in Acogida Familiar y Residencial. Sociedad E Infancias, 5(Especial), 133-144.
  7. Cruz, M. (2021). CLIL Approach and the Fostering of “Creactical Skills” Towards a Global Sustainable Awareness. MEXTESOL Journal, 45(2).
  8. Delgado, P., Carvalho, J. M., Romão, P., & Martins, P. (2021). Que fatores contribuem para o sucesso da gestão escolar? A perspetiva dos diretores. Revista Portuguesa De Educação, 34(1).
  9. Djamnezhad, D., Koltcheva, N., Dizdarevic, A., Mujezinovic, A., Peixoto, C., Coelho, V., Achten, M., Kolumbán, E., Machado, F., & Hofvander, B. (2021). Social and Emotional Learning in Preschool Settings: A Systematic Map of Systematic Reviews. Frontiers in Education.
  10. Dos Santos, J., & Gomes, M. (2021). Classificação de ângulos através de uma estória em aulas de apoio a alunos com dificuldade de aprendizagem. Revista do Instituto GeoGebra Internacional de São Paulo, 10(1), 19-48.
  11. Duarte, P. (2021). Por um currículo que nos una: uma reflexão educativa em tempos de covid 19. Saber & Educar, 1-12.
  12. Duarte, P., & Moreira, A. I. (2021). Planificar (n)o ensino à distância: opções pedagógico-curriculares para o 1.º Ciclo. Revista Iberoamericana de Educación, 205-225.
  13. Duarte, P., Moreira, A. I., Magalhães, M., & Araújo, M. J. (2021). Na encruzilhada de opções educativas. Um estudo exploratório sobre o ensino a distância no 1.º Ciclo do Ensino Básico. Sensos-e, 8(1), 64-76.
  14. Duarte, P., & Moreira, A. I. (2021). Os futuros professores e a investigação-ação: das práticas às conceções. Indagatio Didactica, 13(4), 145-160.
  15. Ferreira, S., Teixeira, D., Marta, M., & Araújo, S. B. (2021). Prática educativa supervisionada em creche:Uma experiência pikleriana em contexto português. Revista Practicum, 6(1), 59-74.
  16. Graça, V., Quadros-Flores, P., & Ramos, A. (2021). The Challenges of Initial Teacher Training. International Journal Of Emerging Technologies In Learning (IJET), 16(18), pp. 85-96.
  17. Hassani, S., Alves, S., Avramidis, E., & Schwab, S. (2021). The Circle of Friends intervention: a research synthesis, European Journal of Special Needs Education, 10.1080/08856257.2021.1911522
  18. Jácome, C., Seixas, A., Serrão, C., Teixeira, A., Castro, L. & Duarte, I. (2021). Burnout in Portuguese physiotherapists during COVID-19 pandemic. Physiotherapy Research International
  19. Martinek, T., Santos, F., Sá, C. & Saraiva, L. (2021). Original Paper Teaching Personal and Social Responsibility (TPSR) in Teacher Education: Reflections and Future Direction. Journal of Education and Culture Studies, 5, 32-45.
  20. Martins, A. R., Vella., S. & Santos, F. (2021). Mental Health, Sport, and Positive Youth Development in Prison Systems: How Can We Move Research and Practice Forward? Frontiers in Psychology, 12
  21. Miguel, C., Castro, L., Marques dos Santos, J. P., Serrão, C., & Duarte, I. (2021). Impact of COVID-19 on Medicine Lecturers’ Mental Health and Emergency Remote Teaching Challenges. International Journal of Environmental Research and Public Health, 18(13), 6792. MDPI AG. Retrieved from
  22. Montserrat, C., Delgado, P., Molsosa, M., Carvalho, J., & Gistau, J. (2021). Young Teenagers' Views Regarding Residential Care in Portugal and Spain: A Qualitative Study. Social Sciences 10.3390/socsci10020066
  23. Moreira, A. I., Sousa, M. E., & Duarte, P. (2021). Uma flor com História: ensinar o fim da ditadura em Portugal a partir de uma narrativa literária. Tempo & Argumento, 13(33), 1-30.
  24. Muto, J., Postalli, L., Sanches-Ferreira, M. (2021). School Inclusion of a student with intellectual disability: A case study developed in Portugal. Educação. Teoria e Prática, 31(64).
  25. Newman, T., Black, S., Santos, F., Jefka, B., & Brennan, N. (2021). Coaching the development and transfer of life skills: a scoping review of facilitative coaching practices in youth sports. International Review of Sport and Exercise Psychology, 10.1080/1750984X.2021.1910977
  26. Newman, T., Santos, F., Black, S., & Bostick, K. (2021). Development and Transfer of Life Skills through Challenging and Negative Experiences: The Lived Experiences of Socially Vulnerable Youth. Child and Adolescent Social Work Journal
  27. Pereira, P., Santos, F., & Marinho, D. (2021). Corrigendum: Examining Portuguese High School Students' Attitudes Toward Physical Education. Frontiers in Psychology, 12
  28. Sanches-Ferreira, M., Alves, S., Silveira-Maia, M., Santos, M., Tosto, C., Chifari, A., McGee, C., Savio, N.L., Bilanin, S., & Merlo, G. (2021). A Systematic Review Of Behavioral Interventions For Elementary School Children With Social, Emotional And Behavioral Difficulties: Contributions From Single-Case Research Studies. European Journal of Educational Research, 10(1), 241-259.
  29. Santos, F. & Callary, B. (2021) Lifelong learning and transfer of psychosocial attributes across adult sport: can we move beyond youth sport? Sports Coaching Review, 10.1080/21640629.2021.1920154
  30. Serrão, C., Castro, L., Teixeira, A., Rodrigues, A., & Duarte, I. (2021). Resiliência em Médicos: Contributos para a Validação da Versão Portuguesa da Escala de Resiliência. Acta Médica Portuguesa, 34
  31. Serrão, C., Duarte, I., Castro, L., & Teixeira, A. (2021). Burnout and Depression in Portuguese Healthcare Workers during the COVID-19 Pandemic- The Mediating Role of Psychological Resilience. International Journal of Environmental Research and Public Health, 18


Artigos Internacionais

  1. Araújo, S. B., & Bussey, K. (2020). Initial professional studies for working with children under-three: Contemporary trends in Europe and Australasia. Educação UNISINOS24
  2. Breda, A., Dos Santos, J., Neves, A., Trocado, A. (2020). Représentation de la courbe intersection d'une quadrique et d'une quartique. Quadrature118, 31-37.
  3. Carvalho, J. M. S., Delgado, P., Montserrat, C., Llosada-Gistau, J., & Casas, F. (2020). Subjective Well-Being of Children in Care: Comparison Between Portugal and Catalonia. Child and Adolescent Social Work Journal, 1-10.
  4. Carvalho, J. M. S., Pinto, V., & Delgado, P. (2020). Decision making process in the child protection system: A comparative study between students and professionals in Portugal. Journal of Family Trauma, Child Custody & Child Development   
  5. Delgado P., & Baptista, R. (2020). A mediação socioeducativa no Acolhimento Familiar na Perspetiva da Educação Social. Laplage em Revista6(3), 64-74.
  6. Delgado, P. (2020). O acolhimento familiar de crianças em Portugal – evidências e desafios. Polêmica20 (1), 23-42.
  7. Duarte, I., Teixeira, A., Castro, L., Marina, S., Ribeiro, C. & Serrão, C. (2020).  Burnout among Portuguese healthcare workers during the COVID-19 pandemic. BMJ Public Health, 20, 1885.   
  8. Fernandes, D. et al. (2020). “Youth Start Social Entrepreneurship Program for Kids: Portuguese UKIDS-Case Study”. Discourse and Communication for Sustainable Education10(2), 33-48.
  9. Fernandes, D. & Ferreira, J. (2020). As potencialidades do Geogebra no 1.º Ciclo do Ensino Básico. Revista do Instituto GeoGebra Internacional de São Paulo9(2), 52-77.
  10. Grimaldi, J., Pozo, C., Canzani, G., Olmo, O, Juan, Ll., Casado, J., Dos Santos, J., Torres, A. (2020) Matemáticas en casa: multiplicando aprendizajes. Suma 94
  11. Lambert, M.F. (2020). Estética [e Exotismo] nas Viagens ao Egipto: Eça de Queiroz e Visconde de Benalcanfor versus Gérard de Nerval, Gustave Flaubert e Théophile Gautier. El Próximo Oriente antiguo y el Egipto faraónico en España y Portugal. Viajeros, pioneros, coleccionistas, instituciones y recepción (Barcino Monographica Orientalia 13). Sociedad Luso-Gallega Estudios Mesopotámicos.
  12. Luzak, A., Guadalupe, A., Sjödin, A., Decelis, A., Polito, A., Page, A., Owen, C., Nightingale, C., Flexeder, C., Sluijs, E., Cardon, G., Schulz, H., Huybrechts, I., Puder, J.J., Adams, J., Mota, J., Casajús, J., Steene-Johannessen, J., Northstone, K., … Ahrens, W. (2020). “Socioeconomic Patterning of Children's Accelerometer-Assessed Physical Activity Intensities and Adiposity: A Pooled Analysis of Individual-Level Data for 26,915 Children and Adolescents from 36 European Cohorts”. SSRN
  13. MacDonald, D., Camiré, M., Erikson, K., Santos, F. (2020). Positive youth development related athlete experiences and coach behaviors following a targeted coach education course. International Journal of Sports Science & Coaching
  14. Macedo, A. C. V. de. (2020). O Mundo em Que Vivi e Rio sem Ponte de Ilse Losa: entre História e ficção. Boletín Galego de Literatura, (57), 17-29.
  15. Melo, M., Santos, F., Wright, P., Sá, C., Saraiva, L. (2020). Strengthening the Connection between Differentiated Instruction Strategies and Teaching Personal and Social Responsibility: Challenges, Strategies, and Future Pathways. Journal of Physical Education, Recreation & Dance91(5), 28-36.
  16. Moreira, A., Duarte, P., Rothes, L., Diogo, F. (2020). “Eu, quando era pequeno, gostava da escola… de comer na cantina”: perspetiva(s) dos adultos sobre a organização escolar". Educação (UFSM)45 (2020).
  17. Newman, T., Santos, F., Cardoso, A., & Pereira, P. (2020). The Experiential nature of coach education within a positive youth development perspective: Implications for practice and research. International Sport Coaching Journal7(3), 398-406.
  18. Palheta, C., Ciampolini, V., Nunes, E., Santos, F., Milistetd, M. (2020). Between intentionality and reality to promote positive youth development in sport-based programs: A case study in Brazil. Physical Education and Sport Pedagogy
  19. Pereira, P., Santos F., & Marinho D. (2020) Examining Portuguese high school students’ attitudes toward physical education. Frontiers in Psychology11, 1-11.
  20. Pinto, A., Silva, F. R., Delgado, P. & Diogo, F. (2020). O ensino vocacional secundário: Contexto político e práticas escolares de uma oferta de ensino descontinuada. Arquivos Analíticos de Políticas Educativas, Arizona, 28(40).
  21. Pinto, C., Cruz, M., Orange, E. (2020). From European heritage to 21st century European pro-active citizenship: “Luko’s Journey”. MEXTESOL Journal44(3).
  22. Ribeiro, D., Correia, A., & Monteiro, S. (2020). Cultura e educação: contornos (in)desejáveis numa sociedade multifacetada. Revista Educação & Cultura Contemporânea17(50), 207-235.
  23. Santos, F., Bean, C., Azevedo, N., Cardoso, A., Pereira, P., Cruz, H. (2020). Moving from an implicit to an explicit approach of life skills development and transfer: The case of surfing in schools. Sage Open10(2), 1-10.
  24. Santos, F., Callary, B. (2020). An athlete’s journey to become a positive development-focused coach through professional football: Moving between theory and practice. Sport Coaching Review9(1), 71-94.
  25. Santos, F., Farias, C., Hilvoorde, I., Gould, D., Pereira, P. (2020). Implementing positive youth development in primary physical education: The learning trajectories of a physical education department head. Retos38, 528-536.
  26. Santos, F., Miguel, J., Wright, P., Sá, C., & Saraiva, L. (2020). Exploring the impact of a TPSR program on transference of responsibility goals within a preschool setting: An action research study. International Journal of Environmental Research and Public Health17, 1-12.
  27. Santos, F., Rathwell, S., Trindade, A., Lima, R., Gobbi, V., & Gaion, P. (2020). Brazilian coaches’ role in facilitating positive development through university sport. Retos40, 186-197.
  28. Saracho Arnáiz, M. (2020). Mapas conceptuales para la enseñanza-aprendizaje de fraseología en español lengua extranjera (ELE), Lingüistica en la red, LinRed, 17.
  29. Seabra, A., Brito, J., Figueiredo, P., Beirão, L., Seabra, A., Carvalho M.J., Abreu, S., Vale, S., Pedretti, A., Nascimento, H., Belo, L., Rêgo, C. (2020). School-based soccer practice is an effective strategy to improve cardiovascular and metabolic risk factors in overweight children. Progress in Cardiovascular Diseases
  30. Serrão, C., Duarte, I., Castro, L., Teixeira, A. (2020). Burnout and Depression in Portuguese Healthcare Workers During the COVID-19 Pandem-ic—The Mediating Role of Psycho-logical Resilience. International Journal of Environmental Research in Public Health, 17.
  31. Sousa, A.; Rodrigues, P.; Maia-Lima, Cláudia; Pinto, A.; Barbot, A. (2020). Learning about UV radiation and sustainability with arduino and sensors, International Journal of Curriculum and Instruction12, 422-432.
  32. Steene-Johannessen, J., Herman, B., Eirik, K., Kolle, E., Northstone, K., … Vale, S. (2020). “Variations in accelerometry measured physical activity and sedentary time across Europe – harmonized analyses of 47,497 children and adolescents”. International Journal of Behavioral Nutrition and Physical Activity17
  33. Strachan, L., Santos, F., & MacDonald, D. (2020). Insights into Creating and Implementing Project SCORE!: Lessons Learned and Future Pathways. Journal of Sport Psychology in Action
  34. Vale, S. & Mota, J. (2020). “Adherence to 24-hour movement guidelines among Portuguese preschool children: the Prestyle Study”, Journal of Sports Sciences

Artigos Nacionais

  1. Diogo, V., Diogo, F. & Teixeira, I. (2020). Perspetivas de liderança no «sistema concreto de ação» de escolas públicas no distrito do Porto, Sensos-e, 7(2).
  2. Fernandes, D. Cravo, C. & Guedes, T. (2020). Observar, manipular e comunicar sequências e regularidades da Ribeira do Porto. Revista Online Indagatio Didactica, 12(5), 369-392.
  3. Fernandes, D. Ferreira, A. (2020). O Calculador Multibásico na Educação de Infância RevistaOnline Indagatio Didactica, 12(5), 345-368.
  4. Fernandes, D., André, T. (2020). Projeto UKIDS – valorizar o desafio Trash Value em contexto interdisciplinar. Revista Online Indagatio Didactica, 12(3), 437-470.
  5. Fernandes, D., Teixeira, A. & Duarte, P. (2020). O poder de uma imagem na resolução de problemas. Revista Online Indagatio Didactica, 12(3), 383-410.
  6. Fernandes, F., & Barros, S. (2020). Intervenção psicossocial com pessoas idosas e jovens voluntários: "Vínculos entre pessoas, novos raios de luz na vida". Sensos-e, 7(3), 87-100.
  7. Gouveia, A., Sanches-Ferreira, M., & Silveira-Maia, M. (2020). A Educação Inclusiva na Perspetiva de Educadores de Infância. Sensos-e, 7(3), 41-56.
  8. Lambert, M.F. (2020) O tempo como medi[a]dor estético: criação e receção da obra. Revista invisibilidades, 13. APEVC.
  9. Lambert, M.F. (2020). Viagens ecléticas, residências e obras: Maria Graham artista-autora-viajante. Midas, 11.
  10. Mascarenhas, D., Montenegro, A., Martinho, M. H.& Maia, J. S. (2020). "Representações gráficas em forma de quadros por crianças na educação pré-escolar". Sensos-e 7(1), 26-45.
  11. Mascarenhas, D., Sousa, F., Martinho, M. H. & Maia, J. S. (2020). "Desenvolver o sentido de número no 1.º ano através de uma Gallery Walk". Sensos-e, 7(2), 31-39.
  12. Monteiro, S., Sanches-Ferreira, M., & Alves, S. (2020). Implementação do Decreto-Lei n.º 54/2018: experiências e perceções de uma equipa multidisciplinar. Sensos-e, 7(3), 70-86.
  13. Nogueira, L., Maia-Lima, C., Couto, A., Almeida, C., & Silva, F. (2020). A spiral of learning around the snail: A STEAM approach in a daycare setting. Sensos-e, 7(3), 3-14.
  14. Pinto, A., Silva, F., Diogo, F., & Delgado, P. (2020). Cursos profissionais do Ensino Secundário: processos, impactos e desafios. Sensos-e, 7(1), 46-56.
  15. Quadros-Flores, P., Mascarenhas, D., Machado, M. (2020). O método de Polya e a Gamificação como estratégias na resolução de problemas. Revista Practicum, 5(2), 47-64.
  16. Raposo-Rivas, M.; Quadros-Flores, P.; Martínez-Figueira, E.; Pereira da Silva, A., & Tellado González, F. (2020). Utilización de TIC para la innovación en el Prácticum (Use of ICT for innovation in Practicum). Revista Practicum 5(1), 22-36.
  17. Ribeiro, D. (2020). Investigação-ação-formação. Relatos de construção e reconstrução do saber profissional de educadores. Estreia diálogos. Revista da Rede Internacional de Investigação-Ação colaborativa, 5(1), 35-46.
  18. Ribeiro, D., Correia, A., & Monteiro, S. (2020). Cultura e educação: contornos (in)desejáveis numa sociedade multifacetada. Revista Educação & Cultura Contemporânea, 17(50), 207-235.
  19. Rosa, V., Maia, J. S., Mascarenhas, D. & Teodoro, A. (2020). "PISA, TIMSS e PIRLS em Portugal: uma análise comparativa". Revista Portuguesa de Educação, 33(1), 94-120.
  20. Rothes, L., Queirós, J. (2020). "O Programa Internacional para a Avaliação das Competências dos Adultos (PIAAC) e a promoção das competências de numeracia da população portuguesa". Saber & Educar.
  21. Santos, A. R., & Bertão, A. (2020). The impact of the participatory action research methodology in monitoring families benefiting from Social Insertion Income. Sensos-e, 7(2), 5-13.
  22. Santos, F., Neves, R., Pereira, P., Cardoso, A. (2020). O currículo de educação física e as life skills: Processos e estratégias de intervenção. Motricidade, 16(2), 135-143.
  23. Serrão, C., & Peixoto, C. (2020). Impacto de práticas breves de mindfulness no otimismo, vergonha interna e stresse percebido de estudantes do ensino superior. Sensos-e, 7(2), 85-96.
  24. Serrão, C., & Veiga, S. (2020). Fontes de informação sobre saúde: Resultados obtidos junto de um grupo de pessoas idosas. Sensos-e, 7(2), 134-142.
  25. Serrão, C., Castro, L., Teixeira, A., Rodrigues, A. R., & Duarte, I. (in press, 2020). Resiliência em médicos: contributos para a validação da versão portuguesa da Escala de Resiliência. Ata Médica Portuguesa.
  26. Silva, S., Mascarenhas, D. & Pinto, A. (2020). "A renovação da caixa métrica: um recurso potenciador da articulação curricular no 1.º CEB". Sensos-e, 7(3), 24-40.
  27. Vaz, I., Serrão, C., Teixeira, A., Castro, L., & Duarte, I. (2020). O Impacto da COVID-19 nos Farmacêuticos Portugueses: Fadiga e Exaustão Emocional. [The Impact of COVID-19 on Portuguese Pharmacists: Fatigue and Emotional Exhaustion]. Revista Portuguesa De Farmacoterapia, 12(3).
  28. Veiga, S., & Lopes, H. (2020). Serviços de Apoio Psicológico ao estudante de ensino superior. As experiências do Centro de Intervenção Psicopedagógica e do Gabinete de Orientação e Integração: confluências e especificidades. Sensos-e, 7(1), 57-66.
  29. Veiga, S., & Santos, A. (2020). Potencialidades e constrangimentos no desenvolvimento de uma relação de ajuda em contexto do Rendimento Social de Inserção. Sensos-e, 7(1), 90-98.


Artigos Internacionais

  1. Andrade, F., Quadros-Flores, P., & Pinto, A. (2019). Gamification as a strategy for promoting child involvement: A study on spatial orientation in the 1st CEB. International Journal of Advanced Engineering Research and Science, 6(11).
  2. Breda, A., & Dos Santos, J. (2019). Spherical Tiling with GeoGebra. Resonance24(8), 861-873.
  3. Cadima, J., Barros, S., Ferreira, T., Serra-Lemos, M., Leal, T., & Verschueren, K. (2019). Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support. Early Childhood Research Quarterly, 46, 75-86,
  4. Camiré, M., & Santos, F. (2019). Promoting positive youth development and life skills in youth sport: Challenges and opportunities amidst increased professionalization. Journal of Sport Pedagogy and Research, 5(1), 27-34.
  5. Coelho, V., Barros, S., Burchinal, M. R., Cadima, J., Pessanha, M., Pinto, A. I., Peixoto, C., & Bryant, D. M. (2019). Predictors of parent-teacher communication during infant transition to childcare in Portugal. Early Child Development & Care, 189(13), 2126–2140.
  6. Correia, N., & Equipa “PrimeirosAnos”. (2019). ‘’: Um blogue sobre educação de infância baseado em investigação. Cadernos de Educação de Infância, 117, 37-38.
  7. Cruz, M. (2019).  Escaping from the traditional classroom - The 'Escape Room Methodology' in the Foreign Languages Classroom. Babylonia - Rivista svizzera per l’insegnamento delle lingue3, 26-29.
  8. Cruz, M. (2019).  Los contactos del espanol con lenguas amerindias y europeas de migraciôn en la clase de ELE. reCHERches - Culture et Histoire dans l'Espace Roman: Excepción y excepcionalidad en lengua española, 63-81.
  9. Delgado, P., Bernedo, I., Carvalho, J.M.S., Salas, M., & García-Marín, M. (2019). Foster Carers’ Perspectives about Contact in Portugal and Spain. International Journal of Social Science Studies7(6), 145-153
  10. Delgado, P., Carvalho, J.M.S., Montserrat, C., & Llosada-Gistau, J. (2019). The Subjective Well-Being of Portuguese Children in Foster Care, Residential Care and Children Living with their Families: Challenges and Implications for a Child Care System Still Focused on Institutionalization. Child Indicators Research.
  11. Dos Santos, S; Santos, A.; Vale, S.; Mota, J. (2019). "Association between moderate and vigorous physical activity and gross motor coordination in preschool children", Journal of Motor Learning and Development.
  12. Gaion, P., Millsted, M., Santos, F., Contreira, A., Arantes, L., & Caruzzo, N. (2019). Coaching positive youth development in Brazil: Recommendations for coach education programs. International Sport Coaching Journal, 7(1), 82-88.
  13. Oliveira-Martins, S. & Sanches-Ferreira, M. (2019). Tradução, adaptação e estudo das propriedades psicométricas da Participation and Environment Measure for Children and Youth (PEM-CY). Análise Psicológica2, 223-234. 
  14. Orange, E., Quadros-Flores, P., & Patricia, F. (2019). Who was teaching whom? : flipping higher education. International Journal of Advanced Engineering Research and Science, 6(11).
  15. Pavão, I., Santos, F., Wright, P., & Gonçalves, F. (2019). Implementing the teaching personal and social responsibility model within preschool education: strengths, challenges and strategies. Curriculum Studies in Health and Physical Education, 10(1), 51-70.
  16. Pereira, P., Bento, F., & Santos, F. (2019). Influence of students’ cognitive processes on physical education teachers’ thought process. Journal of Physical Education and Sport, 19(3), 883-889.
  17. Pinho, M. I., Fernandes, D., Serrão, C., & Mascarenhas, D. (2019). Youth start social entrepreneurship program for kids: Portuguese UKIDS-case study. Discourse and communication for sustainable education, 10 (2), 33-48.
  18. Pinto, A. I., Cadima, J., Coelho, V., Bryant, D. M., Peixoto, C., Pessanha, M., Burchinal, M. R., & Barros, S. (2019). Quality of infant child care and early infant development in Portuguese childcare centers. Early Childhood Research Quarterly48, 246–255.
  19. Pinto, R.; Vale, S.; João, P. V. (2019). "Chracteristics of Steps and analyses of the technical procedure of the block in the middle men`s. Journal of Sports Science
  20. Sanches-Ferreira, M., Alves, S., Silveira-Maia, M., Gomes, M., Santos, B. & Lopes-dos-Santos, P. (2019). Participation in Leisure Activities as an Indicator of Inclusion: A comparison between Children with and without Disabilities in Portugal. European Journal of Educational Research8, 221-232.
  21. Santos, F., Camiré, M., MacDonald, D., Conceição, M., Silva, A. (2019). Process and outcome evaluation of a positive youth development-focused coach education course. International Sport Coaching Journal, 6(1), 1-12.
  22. Santos, F., Corte-Real, N., Regueiras, L., Wright, P., Dias, C., & Fonseca, A. (2019). Tool for assessing responsibility-based education (TARE) in the Portuguese context: Instrument adaptation and reliability assessment. Ibero-American Journal of Exercise and Sports Psychology, 14(2), 102-107. 
  23. Santos, F., Gould, D., & Strachan, L. (2019). Research on positive youth development-focused coach education programs: Future pathways and applications. International Sport Coaching Journal, 6(1), 132-138.
  24. Santos, F., Strachan, L., & Pereira, P. (2019). How to promote positive youth development in physical education? The experiences of a physical educator and students through the delivery of Project SCORE!. The Physical Educator10.18666/TPE-2019-V76-I4-8975
  25. Santos, F., Strachan, L., Gould, D., Pereira, P., & Machado, C. (2019). The role of team captains in integrating positive teammate psychological development within high performance sport. The Sport Psychologist, 33(1), 1-11. 10.1123/tsp.2017-0135
  26. Serrão, C. & Alves, S. (2019). Effects of Mindfulness-Based Cognitive Therapy on a Group of Postgraduate Students: An Exploratory Study. Alternative and Complementary Therapies 25(1), 37-42.
  27. Silva, A. & Quadros-Flores, P. (2019). Mediated Information and Flipped Classroom -Information Retention Level Assessment. International Journal of Advanced Engineering Research and Science, 6(8).

Artigos Nacionais

  1. Silva, T., Pinheiro, A. (2019). Robot confidente: brincar aos valores na infância. Sensos-E, 6(2), p. 109-123.]
  2. Figueiredo, A., Maia-Lima, C., & Couto, Angela (2019). As tecnologias de apoio ao conhecimento matemático: Uma experiência no 2.º CEB. Sensos-e, VI (2), 20-35. DOI 10.34630/sensose.v6i2.3467
  3. Marques, S., Couto, A., & Maia-Lima, Cláudia (2019). Contextualização de problemas de matemática: Suporte para uma aprendizagem com significado. Sensos-e, VI (2), p. 36-50. DOI 10.34630/sensos-e.v6i2.3468
  4. Delgado, P., Carvalho, J.M.S., & Correia, F. (2019).  Viver em acolhimento familiar ou residencial: O bem-estar subjetivo de adolescentes em Portugal. Psicoperspectivas, 18(2).  
  5. Correia, F., Azevedo, S. & Delgado, P. (2019). A profissionalização da Educação Social em Portugal: uma análise comparativa das representações da profissionalidade dos finalistas e diplomados. Sensos-E, Vol. VI, n.º 3, p. 39-50
  6. Delgado, P., & Marí, R. (2019). O acolhimento familiar na literatura infantil: histórias de violência com um final feliz. Sensos-E, Vol. VI, n.º 2, p. 95-108 
  7. Cruz, M. (2019). Escape 2 Educate': a metodologia "Escape Room" no ensino de inglês no 1º CEB. Revista Sensos-e, 6(2), p. 3-19. Disponível em
  8. Graça, V., Quadros-Flores, P., & Ramos, A. (2019). Renovação metodológica no ensino primário: o olhar de um estudante estagiário. Sensos-e | VI (2), p. 124-133| DOI 10.34630/sensos-e.v6i2.3495
  9. Souza, F., Melo, I., Coelho, M. J., & Quadros-Flores, p. (2019). Novo olhar sobre a prática educativa no 1º. Ciclo do Ensino Básico: “Do real ao virtual”. Sensos-e |VI (2). p. 146- 159 DOI 10.34630/sensos-e.v6i2.3482
  10. Cardoso, M., & Delgado, P. (2019). Impacto do Pronatec prisional na trajetória de vida de apenados do Presídio Estadual de Júlio de Castilhos, RS, Brasil. InterAção, vol 10, ed.1, p. 105-119.  
  11. Carvalho, J. S. M., Delgado, P., & Pinto, V. S. (2019). O contacto no acolhimento familiar. Discursos, representações e desafios para o desenvolvimento da relação entre famílias e profissionais. Configurações Revista de Sociologia, 23, p. 31-52, 10.4000/configuracoes.7317
  12. Rothes, L. (2019). "Literacia de adultos, cidadania e educação social". Laplage em Revista 5 (2): 50., p.50-60.
  13. Cruz, M.; Costa, J.; Flores, P.; Oliveira, S.; Silva, P. (2019). O Projeto CLIL4U: implementação, monitorização e avaliação de um projeto de ensino bilingue no 1º Ciclo do Ensino Básico 14(31), p. 146-167. Disponível em
  14. Delgado. P. (2019). O estudo de Caso na investigação qualitativa: do desenho à aplicação. InterAção, vol.10, ed.1, p. 81-90.
  15. Lambert, M.F. (2019) “IMPERMANÊNCIA e QUEDA - COREOGRAFIAS da FORTUNA [e do erro]”. FLUP. Revista CEM, nº 9. 


Artigos Internacionais 

  1. Alves, C., & Serrão, C. (2018). Fatores de risco para a ocorrência de violência contra a pessoa idosa: revisão sistemática. Pan American Journal for Ageing Research, 6 (2), 58-71.
  2. Andaki, A., Mendes, E., Tinoco, A., Santos, A., Vale, S., Mota, J. (2018). Waist circumference percentile in children from municipalities of developed and developing countries. Motriz. Revista de Educação Física, 23.
  3. Santos, A., Silva-Santos, S., Duncan, M., Vale, S., Mota, J. (2018). Relationship Among Changes in Sedentary Time, Physical Activity, and Body Mass Index in Young Schoolchildren: A 3-Year Longitudinal Study. Pediatric Exercise Science 30(3), 1-7.
  4. Araújo, S. B. (2018). Aprendizagem profissional no estágio em creche: Representatividade e significado atribuído a dimensões da pedagogia. Revista da FAEEBA – Educação e Contemporaneidade, 27(51), 29-44.
  5. Araújo, S. B., & Antunes, A. P. (2018). Avaliação da aprendizagem profissional no estágio supervisionado: Estudo exploratório na Educação Infantil. Estudos em Avaliação Educacional, 29(70), 134-154.
  6. Carvalho, João M.S., Delgado, P., Pinto, V., & Benbennishty, R. (2018). Reunification in foster care: Influences on decision-making. Child Abuse & Neglect, 86, 67-78.
  7. Casillas, M., Cabezas, G., Sanches-Ferreira, M., & Teixeira, D. (2018). Estudio psicométrico de un cuestionario para medir la competencia digital de estudiantes universitarios (CODIEU). Education in The Knowledge Society (EKS), 19(3), 61-81.
  8. Coelho, V., Barros, S., Burchinal, M. R., Cadima, J., Pessanha, M., Pinto, A.I., Peixoto, C., & Bryant, D. M. (2018): Predictors of parent-teacher communication during infant transition to childcare in Portugal. Early Child Development and Care
  9. Cruz, M. (2018). “Chicos, sacad el móvil de vuestras mochilas porque lo vamos a usar”: empowering Spanish as Foreign Language studentes through mobile devices. The Turkish Online Journal of Educational Technology, Special Issue, 1, 282-298.
  10. Delgado P., Pinto V.S., Carvalho J. M. S., & Gilligan, R. (2018). Family contact in foster care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1–8.
  11. Fernandes, D. (2018). “Primeiras aprendizagens matemáticas com o Geogebra”. Revista do Instituto GeoGebra Internacional de São Paulo.
  12. Mota, J., Martins, C., Silva-Santos, S., Santos, A., Vale. S. (2018). TV in bedroom, outdoor playtime and obesity status among preschool girls. Science & Sports.
  13. Lambert, M.F. (2018) “Nadir Afonso – o mínimo e o maior: Sequenzas”. Revista Visuais4(7).
  14. Lousada, C., Felgueiras, C., Maia-Lima, C., & Couto, A. (2018). O pássaro não tem boca, tem bico: Um projeto integrador da matemática na creche. Revista Educação em Debate, 40 (77), 145-161.
  15. Lucas, C., Cota, M., Fonseca, C., Casas, J. (2018). Linking mathematical praxeologies with an epidemic model. In Moreira F., Mesquita, A., Peres, P., Smart Higher Education: Bridging the Gap Between Teachers and Students Through Technologies. International Journal of Technology and Human Interaction.
  16. Merlo, G., Chiazzese, G., Sanches-Ferreira, M., Chifari, A., Seta, L., McGee, C., Giammusso, I. (2018). The WHAAM Application: a Tool to Support the Evidence-Based Practice in the Functional Behaviour Assessment. Journal of Innovation in Health Informatisc, 25(2), 63-70. 10.14236/jhi.v25i2.919
  17. Pavão, I., Santos, F., Wright, P., Gonçalves, F. (2018). Implementing the teaching personal and social responsibility model within preschool education: Strengths, challenges and strategies. Curriculum Studies in Health and Physical Education, 10(1), 51-70.
  18. Poza-Vilches, F., Fernández-García, A., & Delgado, P. (2018). La práctica profesional de los agentes sociales en materia de ocio juvenil: estrategias para la intervención. / The professional practice of social workers in the field of youth leisure: strategies for intervention. Pedagogía Social. Revista Interuniversitaria, 31, 93-105.
  19. Quadros-Flores, P. (2018). Escola com emoção: potencialidades das TIC no 1º CEB. Revista Nova Galega. Espanha, 71.
  20. Quadros-Flores, P. Flores, A., & Ramos, A. (2018). Impact of digital technologies on pedagogical practice in primary education. In Aytekin Isman, Jerry Willis, J. Ana Donaldson, & Fahme Dabaj (Eds). The Turkish Online Journal of Educational Technology, Special Issue, 1.
  21. Quadros-Flores, P. Flores, A., & Ramos, A. (2018). Potentialities of the Augmented Reality in the school manuals of primary education. In Aytekin Isman, Jerry Willis, J. Ana Donaldson, & Fahme Dabaj (Eds). The Turkish Online Journal of Educational Technology, Special Issue, 1.
  22. Ricoy, M. C., & Couto, M. J. V. (2018). Desmotivación del alumnado de secundaria en la materia de matemáticas. Revista Electrónica de Investigación Educativa, 20(3),69-79.
  23. Rodrigues, B., Nunes, R., Santos, C., Serrão, C., & Duarte, I. (2018). What young people know about human trafficking? Revista Brasileira de Bioética, 14 (17), 1-16.
  24. Pinto, R., Vale, S., João, P. (2018). The Action of the Middle Blocker According to the Opposing Offensive Organization in Volleyball. Journal of Sports Science 6, 178-185.
  25. Sanches-Ferreira, M., Silveira-Maia, M., Alves, S., & Simeonsson, R. (2018).  Conditions for Implementing the ICF-CY in Education: The Experience in Portugal. Frontiers in Education, 27
  26. Silva-Santos, S., Santos, A., Vale, S., Mota, J. (2018). Association between moderate and vigorous physical activity and gross motor coordination in preschool children. Journal of Motor Learning and Development.
  27. Santos, F., Callary, B. (2018). An athlete's journey to become a positive development-focused coach through professional football: Moving between theory and practice. Sport Coaching Review, 9(1), 71-94.
  28. Santos, F., Camiré, M., MacDonald, D. (2018). Experiencias vividas en una prolongada relación entrenador-atleta. El caso de un atleta paralímpico. Agora para la Educación Física y el Deporte, 20(2-3).
  29. Santos, F., Corte-Real, N., Regueiras, L., Dias, C., Martinek, T., & Fonseca, A. (2018). Coaching effectiveness within competitive youth football: Youth football coaches’ and athletes’ perceptions and practices. Sport Coaching Review, 8(2). 10.1080/21640629.2018.1459356
  30. Santos, F., Gould, D., Strachan, L. (2018). Research on positive youth development-focused coach education programs: Future pathways and applications. International Sport Coaching Journal, 6(1), 132-138. 
  31. Santos, F., Martinek, T. (2018).  Facilitating positive youth development through competitive youth sport: Opportunities, challenges and strategies. Strategies, 31(6):47-49. 10.1080/08924562.2018.1516443
  32. Saracho Arnáiz, M. (2018). In Search of a Methodology Conceptual Maps for Learning and Teaching Spanish as a Foreign Language (SFL). Turkish Online Journal of Educational Technology – TOJET, 1, 720-725.
  33. Saracho Arnáiz, M. & Cruz, M. (2018). La variación diatópica del español de América a través de uma (híper)pedagogia plurilinguística e intercultural. Revista Diacrítica, 261-281.
  34. Silveira-Maia, M., Lopes-dos-Santos, P., Sanches-Ferreira, M., Alves, S. & Silveira-Maia, C. (2018). The use of the international classification of functioning, disability and health in an interactive perspective: the assessment and intervention of students’ additional support needs in Portugal. Disability and Rehabilitation, 1-9.

Artigos Nacionais

  1. Ferreira, J., & Bertão, A. (2017). A metodologia de investigação-ação participativa na reabilitação psicossocial de pessoas com doença mental. Revista Sensos-e, 4(1), 79-87. Disponível em
  2. Sampaio, R., Bertão, A., & Franco, V. (2018). Atitudes dos estudantes de Educação Social face à deficiência Intelectual. Revista de Educação Especial e Reabilitação, IV(24), 160-176.
  3. Macedo, A. C. V.  2018. Poesia para a infância – dois caminhos atuais vindos de trás: visualidade e brevidade. Poiésis. Universidade do Sul de Santa Catarina, Santa Catarina, ISSN-e 2179-2534
  4. Macedo, A. C. V. (2018). «Ilse Losa e o compromisso neorrealista». In Nova Síntese, Revista Da investigação às práticas: Estudos de natureza educacional
  5. Serrão, C. (2017). Mediação familiar e famílias divorciadas: transformação narrativa. Revista Sensos-e, IV(2), p.26-35. 
  6. Serrão, C., & Alves, S. Exploração da autocompaixão no contexto de um programa de Minfulness-based Cognition Therapy. Revista Portuguesa de Enfermagem de Saúde Mental – Edição Especial 6 
  7. Lousada, C., Felgueiras, C., Maia-Lima, C., & Couto, A. (2018). O pássaro não tem boca, tem bico: Um projeto integrador da matemática na creche. Revista Educação em Debate, 40 (77), Sendas de sucesso com o “método de Singapura” – parte 3Jornal/Revista: OZARFAXINARS
  8. Veiga, S., & Ferreira, J. (2017). A pessoa do profissional de relação de ajuda... em contextos de saúde mental. Sensos-e, 4(2), 36-50. ISSN 2183-1432. 
  9. Veiga, S. (2018). Início e desenvolvimento de uma relação de ajuda profissional. Sensos-e, 5(2), 62-75
  10. Delgado, P., Carvalho, J. M.S., & Pinto, V. S. (2018). Tomada de decisão no sistema de proteção das crianças e jovens: Um estudo comparativo entre as atitudes de profissionais e de estudantes / Decision-making in the system of protection of children and young people: A study comparing the attitudes of professionals and students. Análise Psicológica, 3 (XXXVI), 355-367
  11. Delgado, P., & Gersão, E. (2018) O acolhimento de crianças e jovens no novo quadro legal. Novos discursos, novas práticas? / Foster Care of children and young people in the new legal framework. New speeches, new practices? Análise Social, 226, 112-134
  12. Rothes, Luís. 2018. "Educação de adultos mais velhos: uma aposta com futuro". Praxis Educare (5): 5-11.
  13. Lambert, M.F. (2018) “Auto-retratos e Cadernos – apontamentos sobre Álvaro Lapa”. A Fonte. nº 13. Porto: ICDAFG 
  14. Duarte, S., Cruz, M. (2018).. The Gamification Octalysis Framework within the Primary English Teaching Process: the Quest for a Transformative Classroom. Revista Lusófona da Educação, 41, 27-46.
  15. Pinho, M., Cruz, M. (2018). Entre o “Hello" e o “Ni Hao": representações das línguas inglesa e mandarim no 1º CEB. Revista Sensos-e: Número Especial PEEP'17 - Primary English Teaching Education in Portugal, 5(1).
  16. Cruz, M., Saracho, M. (2018). La variación diatópica del español de américa a través de una (hiper)pedagogía plurilingüística e intercultural. Revista Diacrítica, Número especial dedicado a la enseñanza de ELE en Portugal, 133-153.
  17. Lambert, M.F. (2018). THE ROUTE – SANTIAGO DE COMPOSTELA: WALKING THE LANDSCAPE TOWARDS ONESELF IDENTITY in Cambridge Scholars Publishing (2018)
  18. Coelho. S. V. (2018). Portugal em Guerra 1914 -1918 Breves notas sobre Oliveira de Azeméis in Revista Patrimónios de Oliveira de Azeméis (OAZ) Nº1 maio de 2018. Câmara Municipal de Oliveira de Azeméis: Oliveira de Azeméis. P. 25-56.
  19. Serrão, C., & Alves, S. Exploração da autocompaixão no contexto de um programa de Minfulness-based Cognition Therapy. Revista Portuguesa de Enfermagem de Saúde Mental – Edição Especial 6 
  20. Diogo, V. (2018)., Nas teias da construção identitária socioprofissional: práticas profissionais de trabalhadores sociais pós-graduados, inseridos em organizações da economia social. Sociologia – Revista da Faculdade de Letras do Porto, VOL XXV.