Democracy and political practices are suffering a major shift. Political participation and deliberation take place in the context of strategically manipulated information. Opportunities to mobilize data, in order to reinforce manifestations of panic or alarm, are becoming more evident. Concepts such as "information", "agenda-setting " and "participation" are being challenged today by an almost belligerent mobilization of media resources. Recent developments on the recognition of women’s rights and promotion of new affirmative policies intended to improve gender equality coincides with an ever-increasing controversy around the concept of "political correctness". At the same time, while affirmations concerning human dignity appears to be progressively incorporated in political discourse, phenomena such as xenophobia, misogyny, racism, cultural, racial and ethnic confrontation, and, at the limit, the proliferation of genocides, rise to a previously unimaginable proportion and extent. Emphasis was placed on empirical and theoretical works involving relatively recent political debates, such as the creation of the "left majority" (or "geringonça") in Portugal; the Brexit; the Brazilian process; the American elections; the debates on the political correctness, the emergence of illiberal democracies and the political impact of migratory fluxes. Index Part 2 - Leadership, transgression, manipulation and new political campaigns - 9 Deliberative framings and the constitution of “Geringonça”: from media frames to readers’ comments. The case of “Observador” - 11 João Carlos Correia & Ricardo Morais Political communication and electoral strategy in Donald Trump´s Campaign - 37 José Antonio Abreu Colombri The Performance of Power and Citizenship: David Cameron meets the people in the 2016 Brexit campaign - 61 Peter Lunt Hungarian media policy 2010 – 2018: the illiberal shift - 81 Monika Metykova The agri is tech, the agri is pop, the agri is politics: the “rural world” and the rise of the agripolitician in Brazil - 97 Pedro Pinto Oliveira Part 3 - Identities and life politics in a hyper-mediated society - 113 Dystopian fiction as a means of impacting reality and initiating civic commitment among fans: “The Handmaid’s Tale” series case - 115 Marine Malet Australia’s immigration policy and the scapegoating of Lebanese migrants - 127 Mehal Krayem & Judith Betts The construction of feminine, technofeminism and technological paradox - 145 Êmili Adami Rossetti & Renata Loureiro Frade Educational Superavit: Human rights versus Education Policies - 159 Ana S. Moura, João Seixas, M. Natália D. S. Cordeiro & João Barreiros Aylan Kurdi as the awakening image of the refugee crisis:the framework of the Iberian press - 173 Rafael Mangana

In a society marked by a plethora of information that requires, increasingly, the critical positioning of citizens, science blogs are one of the possible modes of interaction for the discussion of topics relevant to an exercise of responsible citizenship, and may promote scientific literacy civic. Thus, this article, having as a methodological framework a case study concerning the analysis of four blogs hosted on metablogue "Science Blogs", seeks to ask what characteristics of the four selected science blogs may enhance civic scientific literacy. The blogs selected concern mainly environmental sustainability, considered as a crosscutting theme to be of potential interest to all citizens. The intersection of the characteristics of blogs with content generated from posts allows one to the conclude that science blogs can be a way of boosting civic scientific literacy, opening a space for citizens to debate on issues of science.

This article intents to analyze the initiative of the Portuguese President, Marcelo Rebelo de Sousa, who gave a class for Portuguese children and teenagers up to 16 years old about the ten fundamental lessons of COVID-19 pandemic. The theoretical discussion is based on the importance of public communication and education, as expressions of the Right to Communicate, in the direction to a solidary and earthly citizen formation, under the bias of bibliographic review and theoretical discussion methodologies, in order to analyze the President’s discourse. To do so, we go through a brief history of children's rights, focusing on the Doctrine of Integral Protection. Then, we also talked about the right to communicate and its interface with education. Consequently, we describe the knowledge of the President and analyze it starting from the importance of quality public communication and education pro peace and human rights as solutions to face the uncertainties that mark our pandemic times. Finally, we understand, from the panorama and the discussion presented, that new narratives about childhood and adolescence are being written. We believe that Rebelo de Sousa’s attitude in prioritizing the young people of his country contributes to their protagonism. Although we add the caveat that this should be a priority for all rulers, and not just an opportunity action.

With this work we aim to contribute to the more and more current reflection around the media literacy. Looking into the new digital context in which we are immersed, we’ll focus our attention in a new media literacy emergency which will rethink the concept of digital competencies in a widened perspective. Identifying the new generations as the first, although not unique, objects of this process, we’ll try to outline a set of necessary competencies and skills to the development of persons who can operate in nowadays network society as critical, creative and participative subjects. Therefore, in exploring the nature of these competencies, we’ll analyze the role each social actor is called to perform in the new educational paradigm, and we’ll forward some operative propositions we think may contribute positively to a new media literacy.

This article assumes the determining status that agenda-setting has in civic life, taking into account the ability of the media to influence the projection of events in public opinion, and shape social reality. The main objective is to analyze how one of the most significant theories in media studies is today challenged by social and political behaviors made possible by the new media. At the same time, and conversely, this text enunciates civic and political implications of agenda-setting practices now reconfigured. Specifically, the article aims to answer the following questions: how do new media challenge the assumptions of agenda- setting theory? What are the civic and democratic implications of the social and technological transformations?In the first part of the article, it is described to what extent the new media test the classical understanding of agenda-setting. In the second part are formulated questions that, from the of civic life point of view, arise to the idea of agenda-setting. Finally, two requirements are pointed in terms of media functioning that protect and stimulate citizenship practices, inspired by the ideology of deliberative democracy.

La gravité des controverses socio-scientifiques et socio-environnementales qui touchent notre société nécessite de citoyens informés et aptes à agir sur ces questions. L'action communautaire fondée est considérée, souvent, comme l'un des principaux aspects de la littéracie scientifique et une façon d´habiliter les élèves à être critiques et producteurs de savoirs, au lieu de les limiter au rôle de consommateurs de savoir comme le système éducatif semble souvent faire (Bencze & Sperling, 2012; Hodson, 2010). Par conséquent, et considérant qu´il est fondamental de préparer les futurs enseignants à adopter des pratiques éducatives plus interventionnelles et critiques, nous présentons dans ce travail les résultats d'une recherche-action orientée pour l´action sociopolitique, menée avec un groupe d´étudiants qui suivaient des études pour être professeurs des écoles et qui fréquentaient les cours d´Environnement et Développement Durable. Les principaux objectifs de cette étude étaient les suivants: a) engager les futurs enseignants à des initiatives d'activisme sur des problèmes socio-environnementaux qu´ils devaient eux-mêmes identifier; b) former les futurs enseignants avec les compétences professionnelles nécessaires à la stimulation de ces initiatives dans leurs salles de classe; c) évaluer l'impact de ce processus sur les conceptions des participants par rapport aux points forts et aux difficultés de ce genre d'initiative. L'étude a combiné trois aspects: a) la discussion des questions environnementales; b) la stimulation de la participation des étudiants à des actions collectives de résolution démocratique de problèmes; et c) la stimulation des deux aspects précédents par l'utilisation des outils Web 2.0. Les activités de discussion devaient porter sur des problèmes environnementaux actuels et étaient destinées à engager les élèves dans des actions de sensibilisation, de clarification et de changement de comportement face aux thèmes étudiés. Les données de recherche ont été obtenues à travers d´une approche mixte ayant recours à des questionnaires et à une analyse de contenu des travaux réalisés par les élèves. Il nous a été possible de constater que l'initiative a permis un contexte favorable pour une action éclairée et négociée des futurs enseignants, qui ont appris à agir face à ces problèmes sociaux (devenant ainsi d´importants agents de changement social), et au développement d´aptitudes cognitives et du savoir didactique nécessaires à l´implémentation de ce genre d´initiatives sociopolitiques en contexte éducatif.