EPRIS Project is celebrating 10th anniversary!

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“EPRIS: e-learning in a prison context” is a pilot and innovative project in Portugal, approved on January 20th, 2014, through the establishment of a cooperation protocol between the Ministry of Justice, the Santa Casa da Misericórdia do Porto and the Piaget Institute, as, training entity and responsible for the design, implementation and evaluation of the project. Based on the potential of e-learning as a pedagogical differentiation tool, EPRIS has been developed with the fundamental aim of increasing the rate of digital inclusion, with the expected effects in terms of future employability and social reintegration. Gender equality, the promotion of social justice and boosting the self-esteem of female prisoners have been central issues in the project, the implementation of which has resulted in an opportunity to develop skills (personal, social and professional) that could later become fundamental for their inclusion. At the same time, the implementation of the project has facilitated the development of new methodologies and educational intervention tools suitable for this population. The results of EPRIS, as an action-research project, have been disseminated to the scientific community, but also to the general population, through multiple actions in different communities and through the mass media


Piaget Institute is also developing another project: “RadioATIVIDADE”. Is a project focused on the Psychological Adjustment – Effects of Radio Theater in a Prison Context. It started in October 2022, and is expected to be completed in 2025. It involves several partners, and Piaget Institute is responsible for the monitoring and evaluation processes. The project includes 42 participants, female and male inmates and the intervention impact is evaluated by Psychological adjustment, cognitive processes and the impact and satisfaction perception. The main objectives are:

  • to identify the benefits perceived by inmates;
  • To explore its effectiveness in promoting self-control, self-efficacy and distress strategies;
  • To analyze the effect of the intervention on inhibitory control;
  • To present recommendations for the implementation of the artistic intervention program