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Purpose: This article explores different strands of educational discourse about sexual diversity in Portuguese schools, from the students perspectives. Method: The methodological approach consisted in conducting focus groups discussions: 36 with 232 young students (H = 106, M = 126) in 12 public secondary schools. Findings: Students reveal a polyphony of discourses that gravitate between liberal acceptance, conditional acceptance and intolerance. Research implications: Attention is drawn not only to discriminatory processes that question school as a democratic place for LGBT youth, but also to the gap between what is legally decreed and a lack of know-how in the approach to sexual diversity in school.

Este texto tem como propósito discorrer sobre a literatura feminista, relembrando que as lutas feministas pela igualdade entre homens e mulheres clamavam por uma justiça social que contempla o reconhecimento, o direito àmemória e ao não esquecimento, o direito a uma cidadania plena e não minimalista. Outro objetivo do texto é ressaltar os contributos do movimento feminista e de feministas para o aprofundamento do debate em torno da educação para a igualdade de gênero. Suas preocupações são relevantes para a compreensão dos percursos educacionais nas suas trajetórias de acesso, sucesso, de reconhecimento e de justiça.

Intro -- Title Page -- Table of Contents -- Notes on Contributors -- Introduction -- Structure and Chapter Disposition -- Chapter Contents and Main Messages -- Note on Terminology -- References -- Part One -- 1 Recognizable Continuity -- The Nature of Ethnography -- The Pervasiveness of Interviewing -- The Nature of Interviews -- The Validity of Interviews -- How Is High Status Given to the Accounts of Participants' Perspectives and Understandings? -- Conclusion -- Acknowledgments -- References -- 2 Lived Forms of Schooling -- Education as Schooling -- Ethnography -- Ethnography and Its Four Elementary Forms -- The Ethnographic Imagination -- References -- 3 Tales of Working Without/Against a Compass -- Introduction -- Ethics and Methodological Theory -- Doing Educational Ethnography Ethically or Thinking "Ethics" through Educational Ethnography -- (Re)thinking Ethnographic Ethics Aloud -- References -- 4 Communities of Practice and Pedagogy -- All Too Familiar -- Apprenticeship -- Situated Learning -- Modes of Enculturation -- Some Key Examples -- Higher Levels of Learning and Teaching -- Studying the Tacit -- Conclusion -- References -- 5 Critical Bifocality -- Studying Privilege: Middle‐/Upper‐middle‐class Parents, Schools, and Students Working inside the Press of Economic and Social Restructuration -- Situated Class Analysis: Insights Gained through the Lens of Critical Bifocality -- Dispossession Stories: How Public Space Becomes a Private Commodity -- Critical Bifocality and Circuits of Privilege: Concluding Thoughts -- References -- 6 Ethnographic Writing -- Writing - Field Notes, Memos, and Main Narratives -- Conclusion -- References -- 7 What Can Be Learnt? -- Introduction: Educational Ethnography as a Complex Array of Things -- A Sociology of Knowledge Framework of Educational Ethnography.

AbstractThis article explains how participatory approaches can promote civic engagement among young people, resulting from their active involvement in the research process, namely identifying their communities' priorities and problems. Five project‐building sessions were held with young people from five contexts located in the border regions of mainland Portugal. The data supporting this article were collected during sessions dedicated to identifying and exploring community‐based problems and priorities and designing projects to address those local challenges. The results show the importance of contextualising young people's experiences and priorities, here related to their own community and its well‐being and development. It is here that using participatory methodologies can create opportunities for young people to participate in processes of community change.

Purpose: This article explores different strands of educational discourse about sexual diversity in Portuguese schools, from the students' perspectives.Method: The methodological approach consisted in conducting focus groups discussions: 36 with 232 young students (H = 106, M = 126) in 12 public secondary schools.Findings: Students reveal a polyphony of discourses that gravitate between liberal acceptance, conditional acceptance and intolerance.Research implications: Attention is drawn not only to discriminatory processes that question school as a democratic place for LGBT youth, but also to the gap between what is legally decreed and a lack of know-how in the approach to sexual diversity in school.

This research aims to understand young people's prospects on the the spaces they inhabit and how these spaces affect their ways of living, through a qualitative ethnographic case study. An incorporation of knowledge from the disciplines of Architecture and Education is proposed, combining their relevance methodological, epistemological and social strategies in order to provide socio-educative strategies around and from architecture. The ethnographic research is taking place in a school in Oporto's city center, with students from the 3rd cycle of basic education (7th to 9th grade, between approximately 12 and 15 years old) different research techniques are being used – participant-observation, semi-directive interviews and focus group discussion. The objective of this research is to understand the perceptions of young people about the built environment and how can they relate to it. Subsequently, through these perspectives, a global vision of architecture will be discussed and questioned, as well as, its social, economic and political potentials, considering young people as social actors and authors, clarifying how can they have an active role in improving building environment, using architecture as tool for citizen education. In this article we present a preliminary analysis of focus group discussions that give us some clues for further research development. In this intermediate stage of research we can point to the existence of a direct relationship between the level of power over a given space and the satisfaction level, that is, the more young people appropriate spaces, the more they identify with them.