Antonino Pereira

2025, Artigos em Revistas Indexadas | Scopus e/ou WoS, Educação Cidadania e Inclusão, Viseu

Rethinking School Inclusion: A Comparative Analysis of Decree-Laws No. 3/2008 and No. 54/2018 in Portugal Based on UNESCO Reports

Morgado, E., Pereira, A., Gouveia, L. B., Rodrigues, J. B., Leonido, L. (2025). Rethinking School Inclusion: A Comparative Analysis of Decree-Laws No. 3/2008 and No. 54/2018 in Portugal Based on UNESCO Reports. Education Sciences, 15(12), 1612. https://doi.org/10.3390/educsci15121612

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2025, Artigos em Revistas Indexadas | Scopus e/ou WoS, Educação Cidadania e Inclusão, Viseu

Representations of the elderly regarding physical activity practice in gym and fitness centre contexts: an exploratory study

Oliveira, S., Celestino, T., Morgado, E., Pereira, A. (2025). Representations of the elderly regarding physical activity practice in gym and fitness centre contexts: an exploratory study. Motricidade, 21(2025). https://doi.org/10.6063/motricidade.40810

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2025, Artigos em Revistas Indexadas | Scopus e/ou WoS, Educação Cidadania e Inclusão, Viseu

Effects of theta-binaural beats auditory stimulation on creativity, psychological well-being and mood states of university students: Pilot study

Mendes, L., Leonido, L., Pereira, A., Morgado, E. (2025). Effects of theta-binaural beats auditory stimulation on creativity, psychological well-being and mood states of university students: Pilot study. International Journal of Innovative Research and Scientific Studies, 8(2), 239-248. DOI: https://doi.org/10.53894/ijirss.v8i2.5142

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2025, Artigos em Revistas Indexadas | Scopus e/ou WoS, Viseu

The Impact of Dual-Career Support Systems on Perceived Barriers Among European Student-Athletes with Disabilities

Leiva-Arcas, A., Vaquero-Cristóbal, R., Meroño, L., Maciá-Andreu, M. J., García-Roca, J. A., Abenza-Cano, L., Almeida-Pereira, A., et al. (2025). The Impact of Dual-Career Support Systems on Perceived Barriers Among European Student-Athletes with Disabilities. Education Sciences, 15(3), 345. DOI: https://doi.org/10.3390/educsci15030345

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