https://revistas.rcaap.pt/interaccoes <p><em>Interacções</em> is a journal in electronic format, of free access, with continuous publication, which publishes three issues per year - regular or special/thematic -, composed of original and unpublished articles on research or theoretical reflection in cultures and arts, science, languages and literatures, didactics, sociology, psychology, administration, technologies seen in its relation with education. Only articles that fall within these fields of action of the journal will be accepted. The journal intends to become a privileged international space of interaction between different areas of knowledge, as well as to contribute to scientific knowledge and consolidation of the research carried out in these areas. Articles may be published in Portuguese, Spanish, English, or French.</p> <p>Apart from manuscripts submitted individually, <em>Interacções</em> accepts proposals for thematic issues.</p> <p><em>Interacções</em> subscribes to an inclusive conduct, and will refuse texts that apologise any kind of discrimination.</p> <p><em>Interacções</em> keeps a call for papers open permanently for free issues. Manuscripts must be sent in electronic version (Word file) through the magazine's platform, in the <strong>Articles</strong> section. The authors must put in "Subject" the indication of the volume and number (or thematic) of the journal to which they submit the article.</p> <p>You may obtain a Basic Text for Article from Interactions in <a href="https://revistas.rcaap.pt/interaccoes/libraryFiles/downloadPublic/382" target="_blank" rel="noopener">Template.</a></p> <p><strong>Under penalty of rejection, authors should not indicate in the article information regarding authorship and institutional affiliation, to guarantee blind revision</strong>.</p> Escola Superior de Educação do Instituto Politécnico de Santarém pt-PT Interacções 1646-2335 <p>Authors who publish with this journal agree to the following terms:</p> <ol type="a"> <ol type="a"> <li class="show">Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <span data-v-abbe0d8e="">&nbsp;</span><a href="https://creativecommons.org/licenses/by-nc-sa/4.0/?ref=chooser-v1" target="_blank" rel="license noopener noreferrer" data-v-abbe0d8e="">CC BY-NC-SA 4.0</a> license that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li> <li class="show">Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li> </ol> </ol> https://revistas.rcaap.pt/interaccoes/article/view/33415 <p>The aim of this article is to understand postgraduate teachers' perceptions about teaching planning in their teaching practice. In this sense, this research, with a qualitative approach and case study type, has the following research question: what are the difficulties reported by post-graduate teachers when planning their practices and how do they try to solve them?. The data were collected using an open questionnaire, which were analysed and categorised based on the Discursive Textual Analysis method. Analysing the statements made by the teachers participating in the research, some difficulties were noted when planning, namely: lack of time and doubts to elaborate and carry out the plan. In their responses, the participants presented solutions that deal with the relevance of pre-planning and flexible planning that contribute to teaching and learning, emphasizing that teaching practice requires planning. In addition to the difficulties and solutions, the teachers pointed out some situations that impact planning, such as: unforeseen situations, lack of didactic resources and not attaching importance to the act of planning. These findings allow us to reflect on the essentiality of teaching planning for teaching practice and the problem situations that make it difficult to put it into practice. These findings contribute to reflecting on the essentiality of teaching planning for teaching practice and the problem situations that make it difficult to put it into practice.</p> Denise Novo da Silva Yasmin Mascarenhas da Silva Luciano Denardin de Oliveira Copyright (c) 2025 Denise Novo da Silva, Yasmin Mascarenhas da Silva, Luciano Denardin de Oliveira https://creativecommons.org/licenses/by-nc-sa/4.0 2025-02-13 2025-02-13 21 70 1 28 10.25755/int.33415 https://revistas.rcaap.pt/interaccoes/article/view/36470 <p>This study aimed to identify the main challenges and opportunities experienced by nutritionists in the implementation of the National Student Assistance Program (PNAES) and the Food Acquisition Program – institutional purchase (PAA-CI) in the University Restaurants (RUs) of the Federal University of Piauí (UFPI), in light of the Street Level Bureaucracy Theory (Lipsky, 2019). For this purpose, the case study strategy was used, with a qualitative approach, of an exploratory nature, using a semi-structured interview script as a data collection instrument. The data were analyzed using the interpretive Thematic Analysis elucidated by Braun and Clarke (2006), with the help of the ATLAS.ti software. The main challenges highlighted by nutritionists in implementing policies are linked to structural and relational factors. And the opportunities identified were mainly related to individual factors.</p> Fabrícia de Sousa Miranda Leonardo Vítor de Sá Pinheiro Copyright (c) 2025 Fabrícia de Sousa Miranda, Leonardo Vítor de Sá Pinheiro https://creativecommons.org/licenses/by-nc-sa/4.0 2025-02-13 2025-02-13 21 70 1 28 10.25755/int.36470