As a strategy to contain the new coronavirus transmission, educational institutions in more than 100 countries were closed since March 2020. Facing lockdown, schools sought to reorganize their operation, preparing remote activities, using platforms and other means of communication considering the need to ensure, as much as possible, the learning of children and young people. The study described in this paper resulted from the need to understand the mechanisms created by institutional leaders and childhood educators, among others, to cope with this unexpected situation. This research also aims to understand the feelings, constraints and opportunities experienced by Portuguese educators, as well as the strategies and actions developed in order to be able to provide support to children and their families. This study also documents the impact that this particular situation had on the creation of online educational offer, on the answers found by the official entities, as well as on the practices and conceptions of educators. This is a research conducted with childhood educators during the first semester of 2020, a period in which educational institutions came across the guidelines to "close the doors" and the need to continue promoting children's educational activities. Methodologically, the study assumes a qualitative approach, in order to assess the feelings, experiences and perceptions of the actors who experienced the situation. For data collection, two Focus Groups were developed, involving 20 educators and guided by a pre-structured script that comprised seven blocks of questions. The Focus Groups were recorded and, subsequently, transcribed and submitted to content analysis, whose heuristic function increases the propensity of the discovery of the reality experienced by the actors. From the content analysis, categories emerged that allowed the analysis of the discourses. The text produced was analysed and described in an articulated way, trying to apprehend the specific conditions in which it was conceived, revealing a certain order of reality, from which the narrative was made. Data analysis reveals that the majority of the pedagogical coordination of the institutions provided recommendations for remote work. Some educators indicated that they had recommendations for work from home in non-face-to-face contact, but others, through the pedagogical coordination, suggested the platforms they should use, the type of work they should do and how often they should contact children. The data highlight the efforts of some professionals to maintain contact with children. The educators are aware of the effort that families and children made during this period and reveal that this situation was more difficult for children in vulnerable situations.

A situação pandémica provocada pelo COVID19 tem vindo a promover a necessidade de um reajustamento social, alterando muitas das dinâmicas internacionais em muitos setores de atividade. A necessidade de controlar o avanço e disseminação do contágio levou as autoridades de saúde a desaconselhar encontros e sessões presenciais, por exemplo, em instituições de educação e ensino. As escolas tiveram que se readaptar tendo em conta a necessidade de garantir a aprendizagem das crianças e jovens. Esta readaptação conduziu a formas de contacto não presencial, utilizando dispositivos tecnológicos que potenciam o ensino à distância. O recurso a este tipo de tecnologias requer um mínimo de competências tecnológicas e digitais e uma adequação dos processos de educação e ensino, muito centrados na autonomia e autoaprendizagem das crianças e dos jovens. Alguns autores argumentam que o tipo e a abertura ao uso de determinada tecnologia são influenciados pelas conceções que as organizações escolares e os educadores de infância têm sobre o desenvolvimento e a aprendizagem das crianças e sobre o papel dos agentes educativos. Contudo, nos contextos educativos onde os processos de ensino-aprendizagem são mais focados no educador e/ou professor, as tecnologias tendem a ser menos valorizadas e, quando usadas, geralmente traduzem-se em sessões puramente tecnicistas. Em outros contextos, que utilizam metodologias ativas e formas participativas de aprendizagem, as tecnologias são usadas para promover a autonomia e a interação com plataformas e programas aliciantes e construtivos, como recurso pedagógico para a aprendizagem. Atendendo à diversidade de realidades que as instituições de educação pré-escolar apresentam, este estudo visa saber como é que os educadores de infância experimentaram profissionalmente o período de confinamento físico e quais as estratégias que as instituições usaram para colmatar as dificuldades provocadas pela situação pandémica. Mais especificamente, pretendemos saber como é que os educadores de infância estabeleceram interações à distância com as crianças, de forma a promover a sua aprendizagem. Trata-se de uma investigação que recorreu ao questionário como instrumento de recolha de dados, do qual se obtiveram 502 respostas. Procedeu-se, posteriormente à análise estatística descritiva, na análise das questões de escolha múltipla e análise de conteúdo para a interpretação das respostas abertas. Deste estudo, salienta-se que nem todos os educadores de infância tiveram contacto com o grupo de crianças, nem com as suas famílias. Na maioria dos casos os educadores de infância planificaram atividades para os pais realizarem com as crianças. O apoio das instituições foi incipiente. O uso de tecnologias e programas que podem apoiar as famílias, sob a orientação dos educadores é ainda uma realidade difícil de concretizar

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Sustainability is a concern that emerges in current political agendas, reflecting on official documents related to the education of children and young people. It is considered that educating children about food sustainability can contribute to the change in society's habits soon. Considering, this concern has conceived the Project "Oleachain: Skills for sustainability and innovation in the value chain of traditional olive groves in the Interior of the North of Portugal", under the responsibility of the Polytechnic Institute of Bragança and developed through its research centres (CeDRI, CIMO, UNIAG, and CIEB), in close liaison with organizations, associations, schools, and producers. This project arose from the need to value traditional olive groves, olive and olive oil and is realized in different dimensions. The Research Center in Basic Education (CIEB) assumes in this project the commitment to work on the concept of sustainability and the STEM approach, relating it to the olive grove line. This research is based on the theme of food sustainability. It aims to collect the state of art on the role of education in the development of food sustainability. It is characterized by a qualitative study, of an interpretative nature. It is supported by a systematic review of the literature for data collection and content analysis for the interpretation and triangulation of data. The investigative process followed the following steps: (i) search databases for the keywords: "sustainable food" and children and education"; (ii) selection of relevant articles; (iii) read the texts, organizing them in a diachronic way; (iv) elaboration of categories of analysis; (v) textual elaboration, performing the intersection between education and food sustainability. The data highlight the importance of promoting reflection with children around pro-environmental social issues in formal and non-formal education contexts. It is concluded that educational contexts that promote reflection and connection with the community may have a greater influence on the promotion of more sustainable food consumption behaviours. However, this seems to be a subject that deserves greater attention from schools and teachers.

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