“This open access book presents a qualitative longitudinal panel-study on child and adolescent socialisation in socially disadvantaged families. The study traces how children and their parents make sense of media within the context of their everyday life over twelve years (from 2005 to 2017) and provides a unique perspective on the role of different socialisation contexts, drawing on rich data from a broad range of qualitative methods. Using a theoretical framework and methodological approach that can be applied transnationally, it sheds light on the complex interplay of factors which shape children’s socialisation and media usage in multiple ways.” Continue reading
Aqui ficam os detalhes para as candiadaturas ao Doutoramento em Estudos em Comunicação para o Desenvolvimento, a decorrer na Universidade Lusófona do Porto. Pode consultar mais pormenores no site da universidade.
Estão abertas as inscrições para quem quiser participar na 2.ª Escola Luso-Brasileira de Análise de Redes Sociais.
“The RedMIL 2018 doctoral summer school, organized by the GReMS (Groupe de Recherche en Médiation des Savoirs – Knowledge Mediation Research Group) on September 11th-14th, 2018, aims at contributing to the convergence between digital, media and information literacy research by bringing together researchers from all three communities, to foster the scientific debate and explore connections between them. Continue reading
Está aberto (até 20 de maio) o call for papers da WCQR2018 (3rd World Conference on Qualitative Research), que decorrerá em Lisboa, de 17 a 19 de outubro deste ano. Continue reading
Pesquisar Jovens: Caminhos e desafios metodológicos foi recentemente editada por Vítor Sérgio Ferreira, com a chancela do ICS. Continue reading
Este documento da Electronic Platform for Adult Learning in Europe sobre “How to develop long-term learning outcomes?” é bastante útil para pensar numa transferência efetiva da aprendizagem no quotidiano das comunidades. Continue reading
“Contemporary considerations of childhood research ethics recognize children’s competence and agency, their rights to be informed about research and their capabilities to negotiate participation. There is also a recognition of children’s assent as ongoing and formed in the relationship with the researcher. Continue reading