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en línea para Revistas Científicas de América Latina,
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In recent years, the Portuguese schools of Sisters Doroteias have been undertaking a process of educational innovation. Pursuing a profile of students and a profile of educators with an identity mark, the path taken by the schools’ network has privileged innovation at the level of action planning and pedagogical innovation in three domains, education of interiority, curriculum management and children's participation. This text focuses on the scope of children's participation, seeks to reflect upon the ways that pedagogical work and training in action are structured in a pedagogical innovation workshop perspective, to identify common themes to pedagogical innovation that has been carried out by social actors in each educational center, and envision the next steps to be taken.

The relevance of reflecting on the future of education, and specifically on the future of childhood, is demonstrated if we take into account that, in March 2021, almost half of students worldwide were still affected by the partial or total closure of schools, and that, in addition and as a result of the pandemic, more than 100 million children would inevitably lower their reading proficiency to minimum levels. However, there are encouraging signs for the future. At the European level, for example, the dissemination of the Action Plan for the European Pillar of Social Rights linked the European Union to the reduction of the number of people at risk of poverty or social exclusion by 2030, including 5 million children. The approval, in December 2021, of the first National Strategy to Combat Poverty in Portugal set the objective of removing 170,000 children from poverty by 2030. On the other hand, after two years of work, the UNESCO international commission that coordinated the “Futures of Education” initiative, which aimed to rethink education and shape the future, launched, in November 2021, the report “Re- imagining our futures together: A new social contract for education”. This report supports the vision that knowledge and learning constitute humanity's greatest renewable resources to respond to complex challenges and invent sustainable alternatives. We share this vision.

The history of Higher School of Education of Paula Frassinetti walks alongside with a constant concern about children’s development and education. It is in acontext identified by a permanent need for questioning that the “Childhood Week” (May 2021) emerged. This event was an opportunity for meetings and debates among professionals from different countries, dealing with issues that are raised today in Childhood Education. Organizing this 30th issue of Saber & Educar Journal follows on as another initiative of the Observatory for the Future of Childhood Education (OFEI) team.

This paper presents a brief overview of the literature regarding preschool teachers’ careers and professional development. The main purpose of the part of the study presented here was to conduct a needs-assessment exercise to identify the specific needs for professional development of early childhood teachers’ in Greece. Data were collected through a focus group. Results highlighted the challenges of moving forward in a teaching career and the need for increasing professional development opportunities that match teachers’ needs and interests. Professionals indicated that the absence of teacher-parents’ collaboration and structured practices for dealing with children’s discipline issues are their basic concerns. Implications of the study’s results are also discussed This project has been funded by the Erasmus+ Programme of the European Union. Project Number: 626146-EPP-1-2020-2-EL-EPPKA3-PI-POLICY

The pandemic caused by the coronavirus will go down in history. Health measures to contain its progress, guided by the OMS, were drastic, which brought about a change in the relationships between people. In this article, we aim to hear the narratives of children from different regions of Brazil about their experiences in and about the Covid-19 pandemic. Supported by the contributions of the studies by Oliveira-Formosinho & Araújo (2008a); Oliveira-Formosinho & Araújo (2008b); Oliveira-Formosinho & Lino (2008) and Cruz (2008) about listening to children, an interview was carried out with 17 children from 4 to 8 years old. From this study, we understand that children, in addition to understanding the situation in which we find ourselves, point out perspectives regarding a possible post-pandemic time.

This article aims to draw attention to the future of Childhood Education in Portugal, in order to reflect on the challenges imposed on professionals in the area, with the purpose of contributing to the prevention of risky or dangerous online situations with children. Among the several crimes committed online are, increasingly, sexual crimes against children, such as the production and sharing of child pornography or grooming for sexual purposes. On the one hand, the implementation of a primary prevention program can contribute to reducing the occurrence of online grooming, mitigating and/or avoiding the associated risk factors, and thus reducing young people’s vulnerabilities. On the other hand, it can enhance the skills and knowledge of young people and the strategies to use the internet in a safe way.

This work identify the perceptions of early childhood education professionals about the importance of healthy eating in the first years of life. The methodology consisted of an exploratory study using a questionnaire with closed questions. The theoretical support sought support in Dallazen et al. (2018); Costa et al. (2016); Einloft et al. (2018); Maranhão (2010); Brasil (2019), among others. The body of data consisted of responses from 289 respondents, members of a group of early childhood education professionals from the public education system. The results reveal an important concern with the children's diet, however, it is still fragile in some aspects. It was concluded that it is necessary to continue the training courses on the subject both for professionals, as well as for families.

Objectives: to establish the evaluation and palliative intervention of mixed pain in people with advanced dementia syndrome, through the analysis of the validated scales and identifying the pharmacological and non-pharmacological measures based on these scales. Methods: descriptive study type narrative review. Data extraction was obtained through an exhaustive review of scientific articles selected according to the level of evidence. The search engines Pubmed, Cochrane Library, Scielo, ELSEVIER, British Medical Journal, Biomed Central-British Scientific Publishing House were used. Articles that related the topics of adults with dementia syndrome and advanced dementia syndrome and pain, published in English and Spanish, between 2006 and 2022, were included. Articles that dealt with minors with cognitive deficits and adults with cognitive deficits were excluded. mixed pain without cognitive deficits. The following descriptors were used: pain AND dementia, palliative care AND advanced dementia, dementia OR severe cognitive impairment, pain assessment AND scales. 26 articles are included, among which meta-analysis studies and systematic review of randomized experimental studies were found for 38.4%; systematic review with homogeneity of cohort studies 11.5%; analytical observational cohort studies and descriptive observational studies 38.4%, and narrative reviews 11.5%. Results and conclusions: it was determined that the validated scales for the evaluation of mixed pain in people with advanced dementia syndrome are mainly PAINAD-Sp, Abbey scale, MOBID-2, Mahoney, PADE and PACSLAC-2. Regarding pharmacological treatments, paracetamol, opioids, non-steroidal anti-inflammatory drugs and neuromodulators are the most used. Music therapy is recommended for non-pharmacological therapies, however the evidence is scant. In general, the evidence needs to continue to develop, so that future clinical studies are carried out with larger and more homogeneous samples.

Objective: to determine the anatomical and speech characteristics according to the type of altered lingual frenulum in children aged 6 to 12 years from an educational institution in Tacna, Peru. Methodology: quantitative in nature, descriptive, cross-sectional and non-experimental design. The sample consisted of all the children who present alterations in the frenulum of the tongue, this being 37 children who attend an educational institution in Lima. Peru. Informed consent and the lingual frenulum identification protocol proposed by Dr. Irene Marchesan were used for data collection. Results: it is determined that both the short frenulum, the anterior frenulum and the short frenulum and at the same time anterior, present a greater elevation of the floor with 77.3%, 77.8% and 50% respectively. Finally, the most outstanding characteristics of speech according to the type of tongue tie, it is determined that speech distortion is manifested in all types of tongue tie, that is, in the short and at the same time anterior frenulum, anterior frenulum and short frenulum, with 50%, 44.4% and 36.4%, respectively; followed by a locked joint with 40.9%, 33.3% and 17%, for the frenulum brevis, frenulum anterior, and the frenulum brevis at the same time and anterior, respectively. Conclusions: the anatomical characteristics according to the type of tongue frenulum, it is determined that both the short frenulum, the anterior frenulum, and the short and anterior frenulum present a greater floor elevation. In the characteristics of speech according to the type of tongue tie, speech distortion and a locked articulation are more frequently evident.