Entradas recentes
Association for contemporary iberian studies 47th annual conference. Book of abstracts
( 2026 ) Pazos-Justo, Carlos; Relvas, Susana; Silva, Ana Cristina Carneiro
The Association will hold its 47th Annual Conference at the University of Minho (Universidade do Minho) from 2 to 4 September 2026, under the theme “Iberian Relations, Europeanisation and Transatlantic Exchanges”. The event will be hosted by UMinho Galabra, Centro de Estudos Humanísticos, and coordinated by Dr. Carlos Pazos-Justo and Dr. Ana Bessa Carvalho. The conference will take place in person, with remote participation available for ACIS members residing on other continents. This Book of Abstracts brings together the papers, panels and projects accepted for the conference, organized by day and panel, following the final conference programme. Presenters are grouped according to the thematic panels in which their communications were scheduled. Under the generic title Europeanization and Iberian relations, the conference addresses themes that advance understanding of nineteenth, twentieth and twenty-first century socio-cultural, economic and political issues and realities relating primarily to Spain and/or Portugal, and to transnational issues and processes relating to the Iberian Peninsula within the wider Lusophone and Hispanic worlds, including: Impacts of European policies on Iberian relations; Politics, Government, International Relations, the EU, Nationalism, Regionalisms, Transnational issues and processes; Economics, Business, Labour, Social and Welfare issues; Cultural Production in all its forms; Social and Cultural Studies; Leisure, Tourism, Sport; Contemporary History; Language, Linguistics, Language Policy; Education and Pedagogy; and the relationships between narratives, communities and territories.
Desafíos para el éxito académico de los estudiantes en acogimiento residencial en la educación superior
( 2026 ) Rodrigues, Rita; Matos, Marlene; Casanova, Joana R.
A pesar de los avances en la democratización de la Educación Superior, algunos grupos de estudiantes continúan enfrentando barreras en su trayecto académico. En Portugal, se amplió hasta los 25 años la posibilidad de permanencia en el sistema de protección, abriendo oportunidades para que jóvenes en acogimiento residencial puedan cursar la Educación Superior. Los informes nacionales señalan un aumento en el número de estos estudiantes a lo largo de los años, planteando interrogantes sobre los factores que influyen en su éxito académico. Basada en una revisión de la literatura, esta comunicación identifica los principales desafíos que enfrentan los estudiantes en acogimiento residencial en la Educación Superior. Los resultados muestran que, aunque todos los estudiantes pueden enfrentar dificultades relacionadas con las demandas académicas y la adaptación, este grupo enfrenta obstáculos adicionales debido a las adversidades vividas. Entre los principales desafíos se destacan la ausencia de un apoyo familiar, social y emocional estable a lo largo del tiempo, la trayectoria académica previa con posibles discontinuidades, las bajas expectativas, la escasa integración social en el entorno universitario y la ausencia de redes de apoyo institucionales. Estos resultados contribuyen para aumentar la visibilidad/ atención sobre este grupo, promoviendo un diálogo sobre políticas y prácticas que fomenten su éxito académico y la igualdad de oportunidades. Esta comunicación forma parte de un proyecto de doctorado financiado por la Fundación para la Ciencia y la Tecnología (FCT/SFRH/2024.00808.BD).
Digital stories: How teachers can harness digital storytelling for learning
( 2025 ) Cruz, Sara Maria Alves; Araújo, Sílvia; Lencastre, José Alberto
This article presents the Integrated Digital Storytelling framework, a pedagogical model designed to embed digital storytelling into educational practice in structured, inclusive, and adaptable ways. Grounded in constructivist and narrative learning theories, digital storytelling enables students to express ideas creatively, engage deeply with curricular content, and develop key 21st-century competencies such as critical thinking, collaboration, and digital literacy. The framework unfolds across five interconnected phases: Narrative Inquiry, Digital Composition, Co-Creation, Interaction and Immersion, and Reflection and Assessment. These phases are scaffolded by practical strategies and supported by tools such as Storyboard That, Storyboarder, and Storyboard AI, which facilitate narrative design and multimedia production. By incorporating scriptwriting, peer feedback, and visual storyboarding, the framework fosters not only technical proficiency but also cognitive and emotional engagement. The article also addresses challenges and ethical considerations, including digital access, representation, and student wellbeing. This research contributes to the expanding field of digital pedagogy by offering a replicable model that empowers teachers to use storytelling as a vehicle for personalised, creative, and transformative learning.