RECI (Research in Education and Community Intervention) is a Research Unit (RU) focused on the issues of inclusion and lifelong learning and on social interventions to promote the communities’ well-being and quality of life, by privileging participatory methodologies that increase knowledge. The results of scientific production aim to become practices, methods, devices and tools with a direct impact in populations, while influencing the public and policy-makers’ opinion – leading to changes in education, healthcare and social protection policies, namely concerning vulnerable and socially excluded populations.

Since January 1st 2015, RECI is co-funded and acknowledged by the Portuguese national funding agency for science, research and technology (FCT) as a Research and Development Unit (UID/Multi/04587/2013).

Misson and goals

Mission

RECI’s mission is to ensure the development of socially responsible research projects, particularly those based on participative research and action methodologies, which aim to respond to identified problems, introduce transformations in the reality analysed and generate social learning. Starting from the basic principles of this mission, strategic vectors of action are defined, for which objectives are established and actions are planned with a view to their realization.

Knowledge society, the leading role of science and technology – where universities play a leading role – and the globalization of culture, threatens and hinder social progress in underprivileged social groups and raises new forms of human exploitation. RECI aims to take, through research and intervention, a stand before these problems by representing and analysing the values of co-existence, social responsibility, citizens’ empowerment and contributing to the search for solutions.

Vision

To become a reference, national and international, in bridging through research and intervention, the needs of populations well-being and life quality. Scientific knowledge outreach directed to underprivileged groups would be a powerful instrument for people empowerment and self-development. It will also be a form of the social fulfilment compromise of scientists and their scholarship of teaching.

Strategy

RECI intends to continue to work strategically on a close link between health and education, in particular on the social dimensions which are transversal to these two areas of knowledge. For this purpose, research projects within the RECI should progressively be based on three axes that are understood to be in mutual articulation and feedback: research, intervention and politics.

Main Goals

In general terms, RECI aims to:

  1. establish itself as an unavoidable resource for scientists, professionals and decision-makers in the national context; to produce knowledge/policies in educational, health, human rights and community domains;
  2. influence the definition of health and public education policies, by contributing – through consistent advocacy activities – to make them fairer, more humanistic and evidence-based; RECI will develop advocacy actions to put pressure on policy-makers and operationalize research results. [In this sense, RECI’s action plan goes beyond scientific production in restricted terms and includes advocacy actions in order to make political pressure and operationalize research results]
  3. contribute to fill gaps in scientific production in health, human rights, community intervention and education domains;
  4. promote the use of action-research methodologies by intervention projects and encourage the production of knowledge based on empirical action experiences;
  5. share scientific outputs in a systematic way, not only on academic contexts, but also among professionals, community agents and decision-makers.

Structure/Organization

Management Institutions

  • Instituto Piaget, Cooperativa para o Desenvolvimento Humano, Integral e Ecológico CRL
  • Agência Piaget para o Desenvolvimento (APDES)

The organic structure set forth for RECI is intended to respond to articulating social and heath education research, social policies and interventions and being capable to maximizing expertise available in both partners and benefiting from the community based expertise to better intervene, use and implement the best practices being tested.

Management structure, as described in its bylaws is organized by four organs:

Scientific Coordinator: Zaida de Aguiar Sá Azeredo

Coordinating Committee: Directed by the Scientific Coordinator (Zaida de Aguiar Sá Azeredo), being the other two members the Scientific Line Coordinator: Ximene Rego.

Scientific Council: Composed by all integrated researchers of RECI.

Scientific Advisory Committee: Composed by a number of invited renowned scientists in the research areas included in RECI. Their mission is to accompany and advise on the project implementation methodologies and results assessment: José Antonio Caride Gómez, Alan Twelvetrees e Leo Pas

Members

Membros Doutorados

  • Alcina Maria Silva Mota Figueiroa
  • Alexandre Alberto da Silva Andrade
  • Ana Cristina Cruz Gonçalves
  • Ana Francisca Cordeiro Pimentel
  • Andreia Araújo Lima Torres
  • Beatriz Minghelli Machado
  • Carla Amorim Pinho
  • Carla Sandra Carneiro Afonso
  • Carlos António Sampaio de Jesus Laranjeira
  • Carlos Eugénio Neves Simões
  • Clementina da Conceição Lobato Nogueira
  • Daniela Sofia Freitas Semedo
  • Delfim Paulo da Silva Ribeiro
  • Fernando António Rodrigues Vieira
  • Gustavo Coutinho Desouzart de Almeida
  • Hélder Miguel Graça Fernandes
  • Helena Costa Pinto dos Reis Miranda Ribeiro de Castro
  • Helena Maria Ribeiro Moura de Carvalho
  • Isabel Filipa Simões Silva
  • Joana Matias Antão
  • João José Borges Lopes
  • Joaquim Eurico Valentim Oliveira
  • José Fernando Vasconcelos Cabral Pinto
  • José Luís Martins Alves Sousa
  • Luís Miguel Figueiredo Mortágua
  • Luís Miguel Nunes Silva Alves Moreira
  • Marco Alexandre da Silva Batista
  • Marcos dos Santos Moreira
  • Maria Amália Martins Rebolo
  • Maria Augusta Romão da Veiga Branco
  • Maria João Alves Figueiras dos Santos
  • Maria João da Silva Oliveira
  • Maria Orquídea Alves de Oliveira Campos
  • Marlene Vale da Silva
  • Patricia Machado Nogueira Pinto
  • Paula Cristina dos Santos Rodrigues
  • Paulo Jorge Pereira Alves
  • Pedro Alexandre Duarte Mendes
  • Rita Manuela de Almeida Barros
  • Rui Miguel Duarte Paulo
  • Samuel Alexandre Almeida Honório
  • Sílvia Manuela Dias Tavares da Silva
  • Sónia Cristiana Gonçalves Lopes
  • Sónia Marisa Pedroso Gonçalves
  • Valdemar José da Cruz Salselas
  • Ximene Barbara Alves Fernandes Rego
  • Zaida de Aguiar Sá Azeredo

Membros não Doutorados

  • Alfredo Manuel Pavão Ramalho de Oliveira, Licenciatura
  • Ana Filipa de Guimarães Leite, Mestrado
  • Ana Isabel Neves Ferreira, Mestrado
  • Ana Margarida Pia Varela, Mestrado
  • Ana Rita Guerra Grave, Licenciatura
  • Ana Teresa Dias Valente Morais, Mestrado
  • André Leonardo Gonçalves Ramalho, Mestrado
  • Carlos António Pereira Ferreira, Mestrado
  • Catarina da Costa Lameira, Mestrado
  • Cláudia Maria Serpa Garcia, Mestrado
  • Fernando Luís Ferreira Santos, Mestrado
  • Joana Lopes da Silva Vilares Pestana de Vasconcelos, Licenciatura
  • Joana Maria Nogueira Pereira, Mestrado
  • Lígia Maria Alves Parodi, Mestrado
  • Lúcia Marques Pereira, Mestrado
  • Magda Susana Pinto dos Santos Guerra, Mestrado
  • Manuel Joaquim da Silva Piedade Gomes Paquete, Mestrado
  • Márcia Andreia de Marques Nisa, Mestrado
  • Maria Helena Chéu Guedes Vaz Ferreira Rodrigues, Mestrado
  • Maria Leonor Ferreira de Castro e Lemos, Mestrado
  • Mariana Ramirez Cordeiro Fernandes Homem, Licenciatura
  • Marta Pinto Matos da Fonseca, Licenciatura
  • Pedro Luís de Sá Harry Leite, Mestrado
  • Sandra Cristina Correia Gonçalves Gagulic, Mestrado
  • Susana Cristina Perdigão dos Santos Lucas, Mestrado
  • Susana Natália Barata Teixeira, Licenciatura
  • Verónica Labruguière de Abreu, Mestrado
  • Vítor Hugo Mendes Fragoso, Licenciatura

Research lines

1) Inclusion and lifelong learning

The first line focuses on social spaces where exclusion/inclusion processes are clearer: school, community and work. Therefore, it aims to: (i) promote the transformation of schools into educational centres and the development of extra-curricular interventions by educators, in order to encourage local development and community’s cohesion; (ii) optimise the available resources and promote institutional solidarity by sharing strategies to prevent social exclusion of vulnerable populations; (iii) assess the learning needs of companies, establish adequate skills profiles and develop specific courses.

2) Social practices and communities well-being and life-quality

The second line focuses on health as an instrument of social equality and justice. This way, it aims to: (i) study community interventions and outreach methods that meet the needs of the population in terms of health and social protection; (ii) assess experimental and innovative action-research methodologies, in order to identify new approaches to the identified needs; (iii) produce knowledge, thus contributing to an integrated, multidisciplinary and comprehensive approach to health and social phenomena – in order to promote the communities’ participation and equality.

Projects

Em construção.

Publications

Em construção.

Services

Em construção.

O KinesioLab é uma Unidade de Investigação do Instituto Piaget dedicada à investigação na área do Movimento Humano.​

O KinesioLab agrega 4 Laboratórios, um em cada Campus do Instituto Piaget: Almada, Silves, Vila Nova de Gaia e Viseu.​

Missão e objetivos

A Unidade de Investigação KinesioLab dedica-se à investigação científica, ensino, prestação de serviços técnicos especializados e transferência de conhecimento na área do desporto, seja de alto rendimento ou clínico desportivo, e também na área da saúde.​

Estrutura/Organização

Em construção.

Membros

  • Amândio Dias
  • António Ferraz
  • Beatriz Minghelli
  • César Amorim
  • Cidália Freitas
  • Denise Soares
  • Fábio Flores
  • Fernando Vieira
  • Gustavo Desouzart
  • Inês Ribeiro
  • José Luís Sousa
  • José Mira
  • Luciano Maia
  • Luís Silva
  • Paula Rodrigues
  • Paulino Gomes
  • Pedro Leite
  • Sandra Gagulic
  • Sara Santos
  • Sónia Lopes
  • Susana Barata Teixeira
  • Tiago Silva
  • Valdemar Salselas
  • Vanessa Leite
  • Verónica de Abreua

Linhas de investigação

Em construção.

Projetos

Covid-Active: Projeto que visa a avaliação da intensidade das aulas de educação física em contexto de Pandemia, com o objetivo de determinar se as aulas cumprem as recomendações internacionais de atividade física para crianças;​

App Validation: Projeto realizado com o objetivo de validar aplicações de telemóveis desenvolvidas para monitorização da atividade física;​

Safe Card: Projeto com objetivos de (1) Avaliar o risco de lesão na comunidade desportiva (15-18 anos) e (2) Desenvolver e Disponibilizar medidas preventivas com o propósito de reduzir o risco de futuras lesões e/ou a gravidade das mesmas. ​

Bem-Sénior: Projeto financiado pelo IPDJ, para promoção de atividade física para idosos, através da Dança Tradicional Portuguesa e o Futebol a Andar. ​

PECSE — Postural education in a controlled sleep environment: Influence of postural sleeping education in increasing sleep quality perception, decreasing spinal musculoskeletal pain perception and pain-related molecular markers ​

POSTURAMENTE: Educação Postural em crianças e adolescentes ​

Publicações

Em construção.

Serviços

  • Avaliação da Condição Física de Atletas de diferentes modalidades: Futebol, Judo;​
  • Avaliação da composição corporal;​
  • Acompanhamento para a prevenção de lesões desportivas;​
  • Avaliação técnica de movimento: correção da técnica, determinação do tipo de calçado adequado, desvios posturais.​

Em construção.

Missão e objetivos

Em construção.

Estrutura/Organização

Em construção.

Membros

Em construção.

Linhas de investigação

Em construção.

Projetos

Em construção.

Publicações

Em construção.

Serviços

Em construção.