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The social intervention through the artistic languages can represent in the life of each subject a great socio-educational significance, contributing to reinforce numerous personal, social, affective, emotional and relational skills.The social reintegration of young prisoners presents a great challenge for professionals, since the period of detention can indeed allow the individual a period of reflection, there are also ties (of friendship, family ...) that fall apart, and that, in most cases, it is important to reconcile.The project "Opera in Prison" searched, through music, theater and dance to promote a strategy of socio-educational intervention that catalyzes a socially framed life. This project, funded by the Calouste Gulbenkian Foundation, took place in the Leiria Prison (youth), having been promoted by Sociedade Artística Musical dos Pousos (SAMP). Since the beginning of 2014, a group of 50 prisoners.To understand the impact of this project on the process of social reintegration of young prisoners, a research methodology was adopted based on interviews with the various stakeholders in the project.The results presented evidenced the role that artistic languages have played in the lives of young prisoners and their families and the way in which they have contributed to a more effective social reintegration.

The Coronavirus advance is forcing schools and universities to revise their teaching methodologies. With the closure of the institutions, thousands of teachers and millions of students will have to find new ways of teaching and learning overnight, which will be a huge challenge. We cannot expect everyone to suddenly adapt to these new times. We are aware of the numerous Internet connection problems, but it is a great time to reinvent ourselves and build the courage to test the use of technological tools already available to structure alternatives in the distance education format. Thinking outside the box can help mitigate the momentary problem, as well as collaborate to strengthen digital culture and move towards a new education.The good news is that many teachers have been putting aside prejudices and are being resilient, seeking to understand the potential of available resources, not shying away from seeking and implementing technological solutions that before the virus were seen as secondary and have now become standard tools to teach synchronous and asynchronous classes, share content, correct assignments, answer questions and exchange knowledge. In the beginning, many activities that were previously carried out exclusively in person took a longer time when they started to be performed online. But as the virtual became the new real, students became more engaged and plunged headlong into relevant online learning experiences. Through applications and software, classes continued according to the school calendar.This study aimed to understand how teachers adapted to digital resources to face the limitations caused by the pandemic. It also intends to understand the impact of digital resources on the quality of teaching, as well as on motivation and academic success.

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This paper focuses on contributing to the reflection on the importance of providing opportunities to foster meaningful and creative connections in higher education. In a context of growing plurality, heterogeneity and diversity of backgrounds, languages, cultures, identities, roles, and purpose influences the sociocultural relations and professional interactions that occur and are formed within higher education communities of knowledge and learning, which are explored from the perspective of music education. A narrative approach on participant’s views about their participation in an elective music program was developed inside the framework of informal education. Issues that were discussed the most across the datasets by participants individual accounts are expressed through themes that fall into three broad areas: previous musical experiences, significant influences for music participation, and perceptions of the participation in the music program. Results suggest that the informal music program provided participants with a context for a safe emotional, social, cultural, and musical experience, and thus heterogeneity and diversity are seen as enriching factors. Some considerations are made on the ways through which music can help to foster connections and sense of humanity in higher education. This provides some insights into the relevance of fostering musical participation as part of the cultural responsibility of higher education institutions for participants.