Abstract
Peer education interventions have grown significantly in recent decades, but sociological studies on the subject are limited. To respond to this need, we carried out an exhaustive inventory and characterization of 67 peer education projects developed in Portugal. The information given by the project managers was processed using a content analysis technique. This practice is growing, benefiting from public and private promotion. Although it has demonstrated some efficacy, further improvements can be made. The characterization undertaken allowed us to build a typology that summarizes this practice and that can be useful for researchers and practitioners in a context of globalization of risks and increased social intervention and reflexivity.
Highlights
Iscte — Instituto Universitário de Lisboa, Centro de Investigação e Estudos de Sociologia (CIES-Iscte); Universidade Aberta (UAb), Portugal
While trying to maintain a very objective and descriptive focus on this initial characterization, we focus exclusively on some theoretical and analytical contributions based on the ideas of social action (Touraine, 1996), risk society (Beck, 1992) and social reflexivity (Giddens, 2002)
In our review of the scientific literature, we only found four studies that included some type of characterization of peer education practice
Summary
Iscte — Instituto Universitário de Lisboa, Centro de Investigação e Estudos de Sociologia (CIES-Iscte); Universidade Aberta (UAb), Portugal. It characterized 12 Portuguese peer education projects in the field of health promotion, and essentially described the target groups, themes addressed, and the results obtained.
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