This paper aims to contribute towards a better understanding of the dynamics of women's movements and their relations with institutions, political parties and the official mechanisms used to promote gender equality. It is the outcome of the first study on State feminism in Portugal. Our research was carried out using a case study which focused on the main gender equality official mechanism and its networks, which required a qualitative approach. We concluded that currently, while the Portuguese State is confronted with its persistent inability to implement gender equality policies, the present situation of Portuguese women's movements is that of redefining and adjusting to the major challenge of reinvention and resignification within a very difficult external environment.

The introduction of women’s, gender, and feminist studies (WGFS) into higher education (HE) curricula has primarily been driven by individual efforts rather than institutional objectives. This article employs a multimethod approach to comprehensively understand the potential contribution of gender equality plans (GEPs) to strengthening the integration of WGFS in HE curricula and pedagogical practices. The study’s documentary corpus includes data from GEPs in implementation, semi-structured interviews with 27 WGFS lecturers, and a web survey of 118 lecturers who teach courses related to or integrating gender aspects. This approach reveals divergent perspectives on the role of GEPs in HEIs, summarized into three categories: cautious optimism, skepticism, and simplistic views. The tensions and constraints associated with the contributions of the GEPs, as perceived by many involved in incorporating gender issues into teaching, outline a vigilant optimism for the future implementation of these mechanisms. Nonetheless, given the historically limited role of institutional initiatives in consolidating WGFS in Portuguese higher education, we argue that the potential contribution of GEPs to this field should not be underestimated, as integrating WGFS into institutional planning can legitimize, support, and leverage efforts that have predominantly been individual.

O conflito trabalho-família, resultante de demandas de difícil compatibilização, afeta cada vez mais trabalhadores, devido à intensificação dos ritmos de trabalho e ao acúmulo de papeis. Nessa perspectiva, o objetivo desta pesquisa é apresentar a produção científica internacional sobre o conflito trabalho-família por meio da análise dos polos epistemológico, teórico, morfológico e técnico (modelo quadripolar). Trata-se de uma revisão sistemática que faz o levantamento das publicações disponíveis na base de dados Scopus entre 2008 e 2018, totalizando 41 artigos. Os resultados da estatística descritiva e análise de conteúdo indicam que no polo epistemológico é definido um objetivo amplo e robusto, atingido pelo teste de hipóteses; no polo teórico, destacam-se abordagens teóricas sobre o modelo multidimensional, a teoria dos papeis, a teoria da bidirecionalidade e a teoria do enriquecimento; no polo morfológico, identifica-se a abordagem metodológica positivista para mensurar variáveis; no polo técnico, há alinhamento entre estudos de natureza quantitativa, estratégia de pesquisa survey e coleta de dados por meio de questionários. Este estudo sugere a promoção de políticas de trabalho-família em organizações, bem como de políticas públicas que forneçam infraestrutura de suporte às mulheres. Também se propõe uma agenda de pesquisa aos estudos brasileiros.

The COVID-19 pandemic has brought increased attention to the existing gender asymmetries in academia, which have been extensively studied in the literature. Using the analytical lens of “gendered academic citizenship”, this paper takes a micropolitical perspective to examine how the pandemic has impacted the dynamics of academic work, specifically focusing on the often-overlooked aspect of everyday interactions in the work environment. Through qualitative and quantitative analysis of survey data collected from 1750 lecturers and researchers in Portuguese higher education and research institutions, the study uncovers that women, especially those who are younger, single, have specific caregiving responsibilities, and are in the early stages of their careers, were more vulnerable to experiencing “everyday” microaggressions such as silencing, exclusion, belittlement, being ignored, lack of validation, and invisibility compared to men during the pandemic. These findings suggest that, while the marginalization of women in academia is a longstanding issue, the virtual work model has created a platform for the expression of subtle forms of disempowerment and discrimination against women. These dynamics are perpetuated within the micropolitics of organizations, shaping subjective feelings of belonging and circulating differential levels of recognition within academic institutions.