2021

A Physical Education Teacher, who teachers regular secondary school students at the João de Deus School Grouping, in Faro. He has been implementing his own projects for 19 years (“Pinheiríadas” and “Francisquíadas”), this year called “Licíadas”. Through these projects, which consist of cultural and sports competitions, the teacher seeks to involve other teachers, students from various grades and relatives. This irreverent and innovative response aims to make non-curricular and curricular activities coexist in an education system that formats less and humanises more.

After 19 years implementing these projects in schools, the teacher believes that students connect and understand the concept of gathering efforts around a common goal, value teamwork, learn to give in, to demand and to collectively negotiate. He also believes that it opens their cultural horizons by fostering creativity and creates a feeling of sharing and identification with their schools.

She teaches Multimedia and is the director of the Professional Course at Eça de Queirós High School, in Lisbon. She currently teaches high school students.

With the purpose of helping students develop communication skills, trust, leadership, decision-making and conflict resolution, the teacher developed and coordinates with students several transversal projects, for the benefit of the entire school grouping, for example: EçaTV, EçaRádio and EçaNews, which involve approximately 150 students of various age groups.

These initiatives are based on collaborative dynamics, with teams and leaders, coordinated by the teacher, who are responsible for their own learning and the learning of their colleagues. Innovation, success in learning and student motivation arise as a result of several factors, such as participation in competitions, European projects, partnerships with companies and public institutions (where students have the opportunity to work in a real-life context). In addition, the teacher invests in active participation, models of inverted classes, project work, and a close pedagogical relationship with students and with the school community. She is proud of the contribution that her school’s Vocational Education has given to ensure opportunities and life paths for her students, in terms of employment, further studies or even the discovery of new professional paths in different areas.

Visual Education teacher to grades 5 to 9 in the Lousã School Grouping, in Lousã. She seeks to build essential learning based on the students' profile, their taste for art, research, method and rigour at work, aesthetic sensitivity, awareness for heritage and sustainability, and attitudes of solidarity and sociability. To this end, her classes take place in diverse spaces such as museums, libraries and outdoors, organising projects based on collaborative and transdisciplinary work, taking into account the flexibility of content and the connection of students to the educational community.

With the project “Animal Well-Being Club”, she contributed to the improvement of students’ self-esteem, motivation and reduction of aggressive behaviour, in addition to promoting the feeling of responsibility and the duty to care for the environment, forming critical and participatory citizens. As the coordinator of the School’s Cultural Project, she creates and streamlines activities for different classes, from Pre-School to High School, contributing to include art transversally at school and to form a critical and interventional awareness in students. As an example, with the last project she promoted, called Art in Art in Line with the children of Cabo Delgado, she managed to mobilise not only students from all levels of education in the school grouping, but also from other schools in the country.

Philosophy teacher at Amarante High School. She is driven by the challenge of creating and implementing “small utopias”, with the aim of enhancing the development of critical and creative citizens for a society that is gradually more authentic, that is, more humanised.

The teacher combines her three passions: philosophy, cinema and education, ensuring the transformation of utopia into reality. The teacher also created the “Philosophy with Cinema” project, which aims to develop the philosophical thinking of each student, inside and outside the film. The pedagogical action of dialogical transformation allows each youngster, in cooperation with their peers, to develop their questioning, cognitive and affective autonomy, following essential values such as respect for others, tolerance for diversity and solidarity. Extending this action to the civil society make them active citizens capable of improving society according to the practical approach of informed, interventional and collaborative citizenship. In this way, the student-philosopher is encouraged to exercise thinking, actively discovering an building knowledge and discovering him/herself, with the teacher’s guidance, as a critical and creative being, in addition to other skills deemed essential in the student profile when leaving mandatory education.

He teaches Computer Applications B to 12th grade students at Cister School Grouping, in Alcobaça. He is driven by the passion to create opportunities and ignite hearts, encouraging student autonomy through real-life projects with a personal impact and/or impact in the community, as well as making a commitment to the ecosystem.

This teacher manages and organizes all stages of the project with the students by using digital tools. The trajectory leads students from technical projects to personal development and exploration, in terms of “soft and meta skills”. Throughout this development, they are guided by subjective and reflective processes, focusing on the structure of portfolios, until they complete “Your Project Is You”. Thus, he believes and defends the need to create different mental spaces in the teacher/student relationship, considering it an essential process.