Universidade Lusófona: Revistas científico-culturais
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Nosso Sagrado: combate ao racismo religioso
Get PDFO texto que aqui se oferece encontra-se na encruzilhada de três pessoas (Mãe Nilce de Iansã, Maria Helena Versiani e Mario Chagas) e trata do combate ao racismo religioso a partir do Acervo Nosso Sagrado que chegou ao Museu da República no dia 21 de setembro de 2020. O texto dialoga com os ancestrais e enfrenta a distinção entre o combate à intolerância e o combate ao racismo religioso, e reconhece que a transferência do Nosso Sagrado para o Museu da República implicou a constituição de um Grupo de Gestão Compartilhada para os cuidados com o acervo; por fim, o texto reflete sobre a expressão “Nosso Sagrado” e suas delicadezas conceituais..
PALAVRAS-CHAVE: Nosso Sagrado; Racismo Religioso; Museu da República; Museologia Social; Gestão Compartilhada.O texto que aqui se oferece encontra-se na encruzilhada de três pessoas (Mãe Nilce de Iansã, Maria Helena Versiani e Mario Chagas) e trata do combate ao racismo religioso a partir do Acervo Nosso Sagrado que chegou ao Museu da República no dia 21 de setembro de 2020. O texto dialoga com os ancestrais e enfrenta a distinção entre o combate à intolerância e o combate ao racismo religioso, e reconhece que a transferência do Nosso Sagrado para o Museu da República implicou a constituição de um Grupo de Gestão Compartilhada para os cuidados com o acervo; por fim, o texto reflete sobre a expressão “Nosso Sagrado” e suas delicadezas conceituais..
PALAVRAS-CHAVE: Nosso Sagrado; Racismo Religioso; Museu da República; Museologia Social; Gestão Compartilhada.
 
A inclusão educativa: uma abordagem às práticas em Espanha e Portugal
Get PDFSpain and Portugal committed to achieving educational inclusion, but educational practice still present significant challenges in its implementation. Despite legislative advances, inclusion remains limited, making it difficult to meet international commitments. This research is aimed to analyse the impact of two perspectives on educational inclusion: the psychological one, which focuses on the subjects and their learning, and the pedagogical one, focused on the didactic and organizational proposal. A qualitative methodology was used, specifically documentary research and interview. The results show that Portugal has more advanced legislation than Spain but educational practices in both countries are homogeneous and segregating. Students are separated into special education classrooms or support centres; in other cases, they receive specific attention inside or outside the classroom. In conclusion, although legislation recognizes the autonomy of educational centres and promotes flexibility, the success of inclusion depends largely on teachers. Those must have the ability and compromise with diversity, as observed in the inclusive practices of the Modern School Movement.España y Portugal se comprometieron a alcanzar la inclusión educativa, pero las prácticas educativas aún presentan desafíos significativos en su implementación. A pesar de los avances legislativos, la inclusión sigue siendo limitada, dificultando el cumplimiento de los compromisos internacionales. Esta investigación tuvo por objetivo analizar el impacto de dos miradas sobre la inclusión educativa: la psicológica, que pone el foco en el sujeto y su aprendizaje, y la pedagógica, centrada en la propuesta didáctica y organizativa desde la perspectiva del profesorado. Se utilizó una metodología cualitativa, concretamente la investigación documental y la entrevista. Los resultados muestran que Portugal tiene una legislación más avanzada que España, pero las prácticas educativas de ambos países siguen siendo homogéneas y segregadoras. El alumnado es separado en aulas de educación especial o centros de apoyo, o recibe atención específica dentro o fuera del aula. En conclusión, aunque la legislación reconoce la autonomía de los centros educativos y promueve la flexibilidad, el éxito de la inclusión depende en gran medida del profesorado. Este debe estar capacitado y comprometido con la diversidad, como se observa en las prácticas inclusivas del Movimiento de Escuela Moderna.L’Espagne et le Portugal se sont engagés à réaliser l’inclusion éducative, mais les pratiques éducatives présentent encore des défis importants dans sa mise en œuvre. Malgré les avancées législatives, l’inclusion reste limitée, ce qui rend difficile le respect des engagements internationaux. Cette recherche vise à analyser l’impact de deux perspectives sur l’inclusion éducative: la perspective psychologique, qui se concentre sur les sujets et leur apprentissage, et la perspective pédagogique, axée sur la proposition didactique et organisationnelle. Une méthodologie qualitative a été utilisée, en particulier une la recherche documentaire et des entretiens. Les résultats montrent que Portugal dispose d’une législation plus avancée que l’Espagne, mais les pratiques éducatives des deux pays sont homogènes et ségrégatives. Les élèves sont séparés dans des classes d’éducation spécialisée ou des centres de soutien; dans d’autres cas, ils reçoivent une attention spécifique à l’intérieur ou à l’extérieur de la classe. En conclusion, bien que la législation reconnaisse l’autonomie des centres éducatifs et favorise la flexibilité, le succès de l’inclusion dépend largement des enseignants. Ce dernier doit être formé et engagé en faveur de la diversité, à l'instar des pratiques inclusives du Mouvement des Écoles Modernes.Espanha e Portugal comprometeram-se a alcançar a inclusão educativa, mas as práticas educativas ainda apresentam desafios significativos na sua implementação. Apesar dos avanços legislativos, a inclusão continua a ser limitada, dificultando o cumprimento dos compromissos internacionais. Esta investigação tem como objetivo analisar o impacto de duas perspetivas na inclusão educativa: a psicológica, que se centra nos sujeitos e na sua aprendizagem, e a pedagógica, centrada na proposta didática e organizacional. Utilizou-se uma metodologia qualitativa, especificamente pesquisa documental e entrevista. Os resultados mostram que Portugal tenha uma legislação mais avançada do que a Espanha, mas as práticas educativas em ambos os países são homogéneas e segregadoras. Os alunos são separados em salas de aula de educação especial ou em centros de apoio; noutros casos, recebem atenção específica dentro ou fora da sala de aula. Em conclusão, embora a legislação reconheça a autonomia dos centros educativos e promova a flexibilidade, o êxito da inclusão depende em grande medida do corpo docente. Este deve ser capacitado e comprometido com a diversidade, como demonstram as práticas inclusivas do Movimento Escolar Moderno
Introductory Note to the Special Issue: Citizenship education, European identities and Young People on the Margins
Get PDFCitizenship Education is a relatively new area in the curriculum of most European states in its current manifestations, and has been mired in controversies about its purpose, its implementation, and procedures. Earlier, more ideological materialisations were largely in the communist bloc, or the autocracies of Spain, Portugal and Greece. The Federal Republic of Germany (FDR) was a notable exception from 1952 to 1990.The current iterations of Citizenship Education, from the early 1990s, have been accompanied in many states by debates about the nature of citizenship itself, and how citizenship canbe acquired, particularly by means other than by birthplace or parentage (Ross, 2024). Europe, the metropolitan power for a set of empires that encompassed much of the globe, had become a destination for many migrants from these former colonies in the previous 70 or so years, and the consequences of this processcontinue to be contentious in many European states, perhaps particularly for older generations of citizens. Educational policies have been developed in diverse ways, from specifically mandated subjects to cross-curricular approaches (Freires et al., 2024).Citizenship Education is a relatively new area in the curriculum of most European states in its current manifestations, and has been mired in controversies about its purpose, its implementation, and procedures. Earlier, more ideological materialisations were largely in the communist bloc, or the autocracies of Spain, Portugal and Greece. The Federal Republic of Germany (FDR) was a notable exception from 1952 to 1990.The current iterations of Citizenship Education, from the early 1990s, have been accompanied in many states by debates about the nature of citizenship itself, and how citizenship canbe acquired, particularly by means other than by birthplace or parentage (Ross, 2024). Europe, the metropolitan power for a set of empires that encompassed much of the globe, had become a destination for many migrants from these former colonies in the previous 70 or so years, and the consequences of this processcontinue to be contentious in many European states, perhaps particularly for older generations of citizens. Educational policies have been developed in diverse ways, from specifically mandated subjects to cross-curricular approaches (Freires et al., 2024).Citizenship Education is a relatively new area in the curriculum of most European states in its current manifestations, and has been mired in controversies about its purpose, its implementation, and procedures. Earlier, more ideological materialisations were largely in the communist bloc, or the autocracies of Spain, Portugal and Greece. The Federal Republic of Germany (FDR) was a notable exception from 1952 to 1990.The current interations of Citizenship Education, from the early 1990s, have been accompanied in many states by debates about the nature of citizenship itself, and how citizenship can be acquired, particularly by means other than by birthplace or parentage (Ross, 2024). Europe, the metropolitan power for a set of empires that encompassed much of the globe, had become a destination for many migrants from these former colonies in the previous 70 or so years, and the consequences of this process continue to be contentious in many European states, perhaps particularly for older generations of citizens. Educational policies have been developed in diverse ways, from specifically mandated subjects to cross-curricular approaches (Freires et al., 2024)
Dealing with the complexity of racism: Teachers’ Perspectives in Primary Education multicultural settings in Thessaloniki/Greece
Get PDFTeachers have a crucial role in dealing with the complexity of racism by acting as role models and employing various teaching practices that promote human rights, respect, equality, and intercultural understanding among all students. The aim of the present qualitative research, which was conducted using semi-structured interviews with 20 participants,was to explore primary teachers’ perspectives on racism in school settings and their responses on counteraction. Data were analysed by thematic analysis. Findings highlighted that racism manifests in various forms, driven by stereotypical and discriminatory perceptions toward various forms of difference. Racial manifestations are visible in various school settings and have negative effects, primarily microaggressions, discrimination, and exclusion. Teachers employ various teaching practices to foster democratic values, equality, interculturalunderstanding and social inclusion. Teachers’ training in multicultural education and collaboration with parents can also address racism more effectively. A holistic school policy was identified as a solution for creating safe and inclusive learning environments.
Keywords: racism; school violence; social justice; Primary EducationEl profesorado desempeña un papel crucial a la hora de abordar la complejidad del racismo, actuandocomo modelos a seguir y empleando diversas prácticas docentes que aumenten el respeto por losderechos humanos, la igualdad y la comprensión intercultural entre todo el alumnado. El objetivo de la presenteinvestigación cualitativa, realizada mediante entrevistas semiestructuradas con 20 participantes, fue explorarlas perspectivas del profesorado de primaria sobre el racismo en el entorno escolar y sus respuestas/contramedidas.Los datos se analizaron mediante análisis temático. Los hallazgos destacaron que el racismo operacon diversas manifestaciones y formas, impulsado por percepciones estereotipadas y discriminatorias haciadiversas formas de diferencia. Las manifestaciones raciales son visibles en diversos entornos escolares y tienenefectos negativos, principalmente microagresiones, discriminación y exclusión. El profesorado emplea diversasprácticas docentes para fomentar los valores democráticos, la igualdad, la comprensión intercultural y la inclusiónsocial. La formación del profesorado en educación multicultural y la colaboración con los padres tambiénpueden abordar el racismo de forma más eficaz. Se informó de una política escolar holística como solución paracrear entornos de aprendizaje seguros e inclusivos.
Palabras clave: racismo; violencia escolar; justicia social; Educación PrimariaLes enseignants jouent un rôle crucial dans la gestion de la complexité du racisme en agissant commemodèles et en adoptant diverses pratiques pédagogiques qui renforcent le respect des droits humains, l’égalitéet la compréhension interculturelle parmi tous les élèves. L’objectif de cette recherche qualitative, menée parle biais d’entretiens semi-directifs auprès de 20 participants, était d’explorer le point de vue des enseignantsdu primaire sur le racisme en milieu scolaire et leurs réponses/contre-actions. Les données ont été analyséespar analyse thématique. Les résultats ont mis en évidence que le racisme se manifeste sous diverses formeset manifestations, alimenté par des perceptions stéréotypées et discriminatoires envers diverses formes dedifférence. Les manifestations raciales sont visibles dans divers contextes scolaires et ont des effets négatifs,principalement des micro agressions, des discriminations et de l’exclusion. Les enseignants utilisent diversespratiques pédagogiques pour promouvoir les valeurs démocratiques, l’égalité, la compréhension interculturelleet l’inclusion sociale. La formation des enseignants à l’éducation multiculturelle et la collaboration avec lesparents peuvent également lutter plus efficacement contre le racisme. Une politique scolaire holistique a étéprésentée comme une solution pour créer des environnements d’apprentissage sûrs et inclusifs.
Mots-clés: racisme; violence scolaire; justice sociale; éducation primaireOs professores têm um papel crucial no enfrentamento da complexidade do racismo, atuando como modelos e empregando diversas práticas de ensino que aumentarão o respeito pelos direitos humanos, a igualdade e a compreensão intercultural entre todos os alunos. O objetivo da presente investigação qualitativa, conduzida através de entrevistas semiestruturadas a 20 participantes, foi explorar as perspetivas dos professores do ensino básico sobre o racismo em ambientes escolares e as suas respostas/combates. Os dadosforam analisados por análise temática. Os resultados realçaram que o racismo opera com diversas manifestações e formas, impulsionado por perceções estereotipadas e discriminatórias em relação a diversas formas de diferença. As manifestações raciais são visíveis em diversos ambientes escolares e têm efeitos negativos, principalmente as micro-agressões, a discriminação e a exclusão. Os professores empregam diversas práticas de ensino para promover os valores democráticos, a igualdade, a compreensão intercultural e a inclusão social. A formação de professores em educação multicultural e a colaboração com os pais também podem combater o racismo de forma mais eficaz. Uma política escolar holística foi relatada como uma solução para criar ambientes de aprendizagem seguros e inclusivos.
Palavras-chave: racismo; violência escolar; justiça social; Educação Primári
A deturpação de conceitos jurídicos em regimes antidemocráticos:: A perigosidade e as medidas de segurança em Portugal
Get PDFIn times of dictatorship, the restriction of rights becomes the norm: whether through direct censorship, control of public gatherings, or manipulation of the media, the primary concern of the regime is its own preservation. In this context, the instrumentalization of legal institutions and the discretionary use of legal concepts are well-known tactics.
This article examines how the notion of criminal dangerousness was constructed and subsequently distorted to justify security measures which, being detached from individual culpability, allowed for potentially indefinite application, thus serving the interests of the regime. Beyond this, the study aims to understand how the Portuguese Estado Novo, through its legal instruments, was able to consolidate deeply repressive mechanisms and neutralize political opponents under the pretext of public security, using so-called security measures.Em épocas ditatoriais, a restrição de direitos é regra: seja pela censura direta, pelo controle de reuniões ou pela manipulação dos meios de comunicação, o que importa para o Regime é a sua manutenção. Diante disso, a instrumentalização de institutos legais e a utilização discricionária de conceitos jurídicos é uma tática conhecida.
O presente artigo examina como se formou e como foi deturpada a noção de perigosidade criminal no intuito de justificar medidas de segurança que, por estarem dissociadas da culpabilidade individual, encontraram uma forma de se prorrogar indefinidamente, servindo aos interesses do Regime. Mais do que isso, busca-se compreender como o Estado Novo português, por meio dos seus instrumentos legais, conseguiu consolidar mecanismos absolutamente repressivos e neutralizar opositores políticos sob o pretexto de segurança pública, por meio das medidas de segurança
Do Viewers Feel It? Empathy for Other-Than-Human Animals in Cinema
Get PDFThis article explores how viewers’ empathic responses toward animal characters in films can be activated. Drawing on neuroscience, cognitive film theory suggests that empathy involves both the affective capacity to share emotions and the cognitive ability to understand the experiences of others. While filmmakers often employ aesthetic techniques—such as close-ups on facial expressions or subjective perspectives—to evoke empathy, the process may differ when the characters are non-human animals. This study investigates how these mechanisms function in relation to animal portrayals in cinema.
The research includes findings from two focus groups with adults who discussed empathy and non-human animals on screen based on on various films, including EO (2022), Babe (1995), Gunda (2020), and Lily Does Derrida (2010). Both anthropomorphizing and non-anthropomorphizing approaches were considered.
The article argues that while anthropomorphic representations can prompt empathetic responses, they also risk reinforcing anthropocentric interpretations. Importantly, the long-term impact on the viewer’s perspective—whether it encourages recognition of interspecies difference and challenges the human-centered gaze—may be more consequential than momentary emotional alignment. The conclusion reflects on the ethical implications of animal representation in film and encourages filmmakers to consider more deliberate and ethically grounded narrative strategies inspired by animal rights thinking
Embodied Metaphors in Film Sound: The Case of Aural Dynamics
Get PDFThis article explores the embodied meaning-making capacities of loudness or dynamics in film sound. Drawing on the research program of embodied cognition, we demonstrate how contemporary film sound practitioners use variations in loudness, silence and moments of dynamic contrast between the two, as a tool of metaphorical aural storytelling. We present and illustrate a classification of four strategies for manipulating dynamic range: (1) contrasting dynamic range, (2) relative loudness and silence, (3) spectral dynamics (frequency information and harmonic information) and (4) sound field. It is through these categories that we argue sound practitioners are able to communicate with listener-viewers because the meanings they flesh out in the sound design parallel the inherently embodied processes of human perception and cognition
Beyond Deadline Pressure: Transforming Stress into Creative Flow
Get PDFThis paper explores the relationship between stress, creativity, and flow in creative professions with deadlines. Drawing upon extensive industry experience, empirical research, and a case study of animation students in virtual production, we examine how deadline stress in combination with precursors for flow, can enhance creativity by transforming a task into a challenge. The research is grounded in flow theory and stress theory. Challenge stressors prime the prefrontal cortex for a nuanced interplay between divergent and convergent thinking, engaging alternate neural networks and a powerful co-operation between the conscious and subconscious. Flow maintains optimal performance, yet is enjoyable and fulfilling, increasing artist wellbeing and creative output. However, long term sustained flow may have risks of burnout and addiction. Research is needed to foster creative flow in the workplace, including how to tailor challenges and integrate relaxation. This paper contributes to the ongoing discourse on creativity in high-pressure environments, offering insights for both academic research and practical application in creative industries
Table of Contents and Editorial
No full textThe objective of the CILECT Asia-Pacific (CAPA) conference Valleys Deep, Mountains High: the peaks and troughs of animation practice, hosted by Griffith Film School in 2023, was to focus on research through practice; we were keen to explore the joys and challenges of Animation production—its peaks and troughs—as researchers extend the language and agency of animation across diverse fields and interests. The increasingly multifaceted and ubiquitous nature of contemporary animation facilitates, even requires, such examinations. The conference panels addressed the topics of new technology & hybrid forms, creating animation under adversity, animation & identity, the pre-production process, animation as interdisciplinary practice, and a focus on production from the Asia-Pacific region. A selection of papers from across these topics comprises the articles for this special edition of IJFMA
