Universidade Lusófona: Revistas científico-culturais
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Estructura de la relación obligatoria:: Sujetos y objeto de la obligación en el derecho comparado español y portugués
No full textEste estudo trata dos elementos básicos da estrutura de uma obrigação sob a ótica do Direito das Obrigações. Esses elementos são: sujeitos (relacionados à obrigação), objeto (conduta jurídica) e causa jurídica (nexo ou causa de justificação jurídica)
Educação, Narrativa e a Busca de Sentido na Era Digital: Uma Entrevista com Ivor F. Goodson: Entrevista conduzida por Elsa Estrela durante o Simpósio ACT4WBeing, em Lisboa
No full textThe following interview with Professor Ivor Goodson took place during the ACT4WBeing Symposium, an international event that gathered researchers, educators, and practitioners to reflect on education, professional autonomy, and teachers’ well-being in the context of a rapidly digitising and globalised world. Within this symposium, Goodson’s intervention — framed as a live conversation rather than a formal keynote — offered a profoundly humanistic and politically engaged perspective on what it means to educate, research, and live meaningfully today.
Ivor F. Goodson is one of the most influential figures in the field of education. A British scholar with a PhD in Philosophy from the University of Sussex, he has taught and conducted research at universities in England, Canada, and the United States, and has been a visiting professor at institutions such as the Max Planck Institute, Sciences Po (Paris), and Stanford University. He was a Professor of International Research at Tallinn University in Estonia and a Senior Research Associate at the Guerrand-Hermès Peace Foundation in Brighton, UK. Previously, he was a Professor of Learning Theory at the University of Brighton's Education Research Center. Goodson has led major international research projects and authored an extensive and multifaceted body of work on curriculum studies, life history, narrative inquiry, and education policy. Among many distinctions, he received the John Nisbet Fellowship (BERA, 2018), the Michael Huberman Award (AERA), an Honorary Doctorate from the University of Gothenburg, and was elected Fellow of the Academy of Social Sciences (UK).
Throughout his career, Goodson has sought to understand how educational policies and curriculum reforms intersect with the lived experiences of teachers and learners. His work defends education as a moral and democratic project, grounded in people’s stories and aspirations rather than in bureaucratic or market imperatives. In this wide-ranging conversation, he reflects on his intellectual trajectory — from curriculum theory to narrative inquiry — and on the ethical, political, and existential challenges that education faces in the twenty-first century.: La siguiente entrevista con el Profesor Ivor Goodson tuvo lugar durante el Simposio ACT4WBeing, un evento internacional que reunió a investigadores, educadores y profesionales para reflexionar sobre la educación, la autonomía profesional y el bienestar humano en un mundo cada vez más digitalizado y globalizado. En este contexto, la intervención de Goodson — planteada como una conversación — ofreció una perspectiva profundamente humanista y políticamente comprometida sobre lo que significa educar, investigar y vivir con sentido en la actualidad.
Ivor F. Goodson es una de las figuras más influyentes en el campo de la educación. Académico británico con doctorado en Filosofía por la Universidad de Sussex, ha enseñado e investigado en universidades del Reino Unido, Canadá y Estados Unidos, y ha sido profesor visitante en instituciones como el Max Planck Institute, Sciences Po (París) y la Universidad de Stanford. Fue profesor de Investigación Internacional en la Universidad de Tallin, en Estonia, y investigador asociado sénior en la Fundación Guerrand-Hermès para la Paz, en Brighton, Reino Unido. Anteriormente, fue profesor de Teoría del Aprendizaje en el Centro de Investigación Educativa de la Universidad de Brighton. Ha dirigido importantes proyectos internacionales y es autor de una amplia y diversa obra sobre estudios curriculares, historias de vida, investigación narrativa y políticas educativas. Entre sus distinciones se incluyen la John Nisbet Fellowship (BERA, 2018), el Michael Huberman Award (AERA), el Doctorado Honoris Causa por la Universidad de Gotemburgo y el título de Fellow de la Academy of Social Sciences (Reino Unido).A lo largo de su carrera, Goodson ha buscado comprender cómo las políticas educativas y las reformas curriculares se entrelazan con las experiencias vividas de docentes y estudiantes. Su obra defiende la educación como un proyecto moral y democrático, basado en las historias y aspiraciones humanas más que en imperativos burocráticos o de mercado. En esta conversación, reflexiona sobre su trayectoria intelectual — desde la teoría curricular hasta la investigación narrativa — y sobre los desafíos éticos, políticos y existenciales que enfrenta la educación en el siglo XXI.: L’entretien suivant avec le Professeur Ivor Goodson a eu lieu lors du Symposium ACT4WBeing, un événement international réunissant chercheurs, éducateurs et praticiens pour réfléchir sur l’éducation, l’autonomie professionnelle et le bien-être humain dans un monde de plus en plus numérisé et globalisé. Dans ce contexte, l’intervention de Goodson — présentée sous forme de dialogue — a offert une perspective profondément humaniste et politiquement engagée sur le sens d’enseigner, de rechercher et de vivre avec conscience aujourd’hui.
Ivor F. Goodson est l’un des chercheurs les plus influents dans le domaine de l’éducation. Universitaire britannique, titulaire d’un doctorat en philosophie de l’Université du Sussex, il a enseigné et mené des recherches dans des universités au Royaume-Uni, au Canada et aux États-Unis, et a été professeur invité dans des institutions telles que le Max Planck Institute, Sciences Po (Paris) et l’Université de Stanford. Il a été professeur de recherche internationale à l'université de Tallinn en Estonie et chercheur associé principal à la Fondation Guerrand-Hermès pour la paix à Brighton, au Royaume-Uni. Auparavant, il était professeur de théorie de l'apprentissage au Centre de recherche en éducation de l'université de Brighton. Il a dirigé d’importants projets internationaux et est l’auteur d’une œuvre riche et variée sur les études curriculaires, les histoires de vie, la recherche narrative et les politiques éducatives. Parmi ses distinctions figurent la John Nisbet Fellowship (BERA, 2018), le Michael Huberman Award (AERA), le doctorat honorifique de l’Université de Göteborg et le titre de Fellow de l’Academy of Social Sciences (Royaume-Uni).
Tout au long de sa carrière, Goodson a cherché à comprendre comment les politiques éducatives et les réformes curriculaires s’articulent avec les expériences vécues des enseignants et des apprenants. Son œuvre défend l’éducation comme un projet moral et démocratique, fondé sur les histoires et les aspirations humaines plutôt que sur des impératifs bureaucratiques ou marchands. Dans cette conversation, il revient sur sa trajectoire intellectuelle — de la théorie du curriculum à la recherche narrative — et sur les défis éthiques, politiques et existentiels que l’éducation doit relever au XXIe siècle.A entrevista que se segue com o Professor Ivor Goodson teve lugar durante o Simpósio ACT4WBeing, um encontro internacional que reuniu investigadores, educadores e profissionais para refletir sobre a educação, a autonomia profissional e o bem-estar docente num contexto de crescente digitalização e globalização. Nesta ocasião, a intervenção de Goodson — apresentada em formato de conversa — ofereceu uma perspetiva profundamente humanista e politicamente comprometida sobre o significado de educar, investigar e viver com sentido hoje.
Ivor F. Goodson é uma das figuras mais influentes no campo da educação. Investigador britânico, doutorado em Filosofia pela Universidade de Sussex, lecionou e desenvolveu investigação em universidades do Reino Unido, Canadá e Estados Unidos, e foi professor visitante em instituições como o Max Planck Institute, Sciences Po (Paris) e Universidade de Stanford. Foi professor de Investigação Internacional na Universidade de Tallinn, na Estónia, e investigador sénior associado na Fundação Guerrand-Hermès para a Paz, em Brighton, no Reino Unido. Anteriormente, foi professor de Teoria da Aprendizagem no Centro de Investigação Educacional da Universidade de Brighton. Liderou diversos projetos internacionais e é autor de uma vasta e multifacetada obra sobre estudos curriculares, histórias de vida, investigação narrativa e políticas educativas. Entre as suas distinções contam-se a John Nisbet Fellowship (BERA, 2018), o Michael Huberman Award (AERA), o Doutoramento Honoris Causa pela Universidade de Gotemburgo e o título de Fellow da Academy of Social Sciences (Reino Unido).
Ao longo da sua carreira, Goodson procurou compreender como as políticas educativas e as reformas curriculares se cruzam com as experiências vividas por professores e estudantes. A sua obra defende a educação como um projeto moral e democrático, ancorado nas histórias e aspirações das pessoas e não em imperativos burocráticos ou de mercado. Nesta conversa, reflete sobre a sua trajetória intelectual — do estudo do currículo à investigação narrativa — e sobre os desafios éticos, políticos e existenciais que a educação enfrenta no século XXI
Patient Stories: Animation and Visual Storytelling for the Communication of Complex Genomic Concepts to Reduce Cultural and Language Barriers
Get PDFMedical animations are widely used in patient education; however, their didactic presentation can limit effective engagement and memory retention. Illustrated patient stories, such as comics and video games, have been proven effective in evoking empathy and fostering greater understanding for patients suffering from diseases. Therefore, animated patient stories could be a valuable tool for clinicians to enhance the quality of care and deepen their understanding of a disease from the patient’s perspective.
Despite the importance of cultural representation in medical communication, patient education resources tailored to culturally specific communities remain limited. This paper will explore opportunities to integrate diverse cultural aspects into such animations. The research team, composed of animators and clinicians, will discuss a multidisciplinary project that explores how animation can transcend the boundaries of entertainment in communicating genetics and hereditary cancer predisposition syndromes to specific target audiences. The aim is to investigate and prototype a process to design animation narratives for this audience. Additionally, the paper will discuss how visual storytelling choices could improve individuals’ decision-making regarding their and their family’s increased risk of cancer. We hypothesise that sharing these animations with non-carriers can raise public awareness of genetic conditions and enhance genetic literacy, correcting myths and misconceptions about genetic predisposition that are prevalent in popular media.
Through an iterative process, two culturally tailored animations were developed: one with a linear narrative that illustrates the story in chronological order and another with a dramatic narrative structure featuring a non-linear ordering of story events. After viewing the animations, a pre-post, mixed-method survey of 260 participants revealed increased interest and knowledge of genetics. Notably, 61.2% preferred the dramatic narrative for its emotional impact, and 98.9% were open to receiving genetic education through animations featuring characters of diverse ethnicities.
This study advances research on culturally sensitive visual storytelling in an Asian population, demonstrating its potential to create accessible, educational, and engaging resources that empower diverse audiences to navigate their genetic health journey
Experiencing Landscape as a Visual Event: Dynamic Hyperstereoscopy and the Emergence of Perceptual Space
Get PDFDynamic hyperstereoscopy is an experimental stereoscopic technique that continuously adjusts interaxial disparity to generate a shifting perception of spatial depth. Instead of imitating visual stability, it presents space as a temporal and embodied phenomenon shaped by the viewer’s adaptive engagement. The research investigates mountainous environments whose complex spatial structures surpass the integrative limits of natural stereopsis. The footage was captured using two drones. The analysis of the qualitative responses indicated a recurring sequence: initial disorientation, followed by perceptual adaptation and improved spatial attunement. The approach is grounded in enactive and embodied perception theory, and is characterised by its aesthetic and investigative nature. The film resonates with the aesthetic principles of slow cinema, a genre that prioritises duration and sensory immersion over narrative clarity. A forthcoming film is set to extend the project into an immersive context, treating spatial ambiguity as an experiential medium and inviting viewers to perceive depth as a dynamic, cognitive process rather than a fixed visual illusion
Peeping Into Abstract Worlds: Tracing the Kaleidoscope from Optical Instrument to Immersive and Therapeutic Media
Get PDFBridging interdisciplinary perspectives, this article presents the kaleidoscope as a significant case study of self-directed perceptual technology in the history of immersive media. Using a media-archaeological approach, the study traces the device’s journey from Sir David Brewster’s 19th-century optical invention to its roles in contemporary therapy and immersive art. The article argues that the kaleidoscope endures because it mediates a recursive relationship between agency and perception—specifically through the interplay of tactile control, visual symmetry, and temporal fluidity. By contrasting the device with representational peep media, the analysis shows how it generates endless, abstract, non-narrative images that foster an embodied experience and cognitive regulation. This mechanism is explored across diverse contexts from its controversial beginnings as a ‘philosophical instrument’ to its clinical validation as a tool for reducing anxiety, to its transformation in large-scale installations by artists like Olafur Eliasson and teamLab. In these modern works, the principle of self-directed seeing evolves from tactile manipulation to viewer mobility. Ultimately, this study posits the kaleidoscope as a foundational ancestor of contemporary immersive technologies
O Papel das organizações do terceiro setor na reabilitação psicossocial de pessoas com doença mental : https://doi.org/10.60543/ts_iss.vi9.10797
No full textThe aim of the study was to analyze the role of third sector organizations in the psychosocial rehabilitation of people with mental illness in the context of community intervention in mental healthcare. The methodology is qualitative, using semi-structured interviews and categorical content analysis. Representatives from five organizations in Portugal participated in the study. The results show the relevance of community organizations in psychosocial rehabilitation and social inclusion, through training programs, socio-professional qualification and social support.O estudo teve como objetivo analisar o papel das organizações do terceiro setor na reabilitação psicossocial de pessoas com doença mental no contexto da intervenção comunitária em saúde mental. A metodologia é qualitativa com recurso a entrevistas semiestruturadas submetidas a análise de conteúdo categorial. Participaram no estudo representantes de cinco organizações em Portugal. Os resultados demonstram a importância das organizações da comunidade na reabilitação psicossocial e na inclusão social, através de programas de capacitação, qualificação socioprofissional e de suporte social
Gaming for Social Change: Sharmila and the Representation of Otherness
Get PDFDigital games have evolved beyond entertainment to become tools for social activism, education, and cultural representation. Scholars in game studies have highlighted their unique rhetorical capacity, enabling narratives to shape users' perceptions through digital environments and simulations of real-world challenges. This capacity is central to serious games, which aim to raise awareness about global issues such as humanitarian crises, hunger, and climate change. Despite research on their pedagogical impact, the potential of serious games to represent marginalized themes, especially in global inequalities and humanitarian efforts, remains underexplored. Using thematic analysis grounded in extended gameplay sessions and deductive coding, this research examines Sharmila, a serious game by the World Food Programme (WFP) that highlights food insecurity and the struggles of vulnerable populations. The game immerses players in the realities of hunger, displacement, and survival, offering a form of situated learning that links knowledge acquisition with real-world contexts. Sharmila serves as a case study to explore the depiction of “the other” and the construction of difference, raising critical questions about the representation of marginalized voices and the framing of poverty and crisis narratives in serious games. This research situates Sharmila within broader debates on serious games and cultural representation, highlighting their role in shaping perceptions of social justice and global inequality
Desenvolvimento de uma proposta para o reconhecimento da expressão emocional utilizando Machine Learning na Educação
Get PDFThe advancement of technology demands training in Artificial Intelligence, Machine Learning and Computational Thinking skills. Advances in Neurocognition and Neuroeducation underline the importance of emotionsduring the learning of scientific and mathematical contents. The study focuses on an educational intervention proposal using Machine Learning and Artificial Intelligence to work on Computational Thinking skills and emotional recognition and expression in Primary Education. First, an unplugged activity is designed. Subsequently, a Scratch® programming on the emotions felt by students during science and math activities is carried out. The last activity allows to update the emotionalrecognition since the facial expression changes continuously, by using Machine Learning for Kids. Machine Learning can be carried out in initial stages through adapted activities, to develop Computational Thinking skills, as well as to work on emotions, which is why this type of proposal is promoted during the learning of scientific and mathematical content.El avance de la tecnología exige la formación en habilidades de Inteligencia Artificial, Machine Learning y Pensamiento Computacional. Los avances en Neurocognición y Neuroeducación subrayan la importancia de lasemociones durante el aprendizaje de contenidos científicos y matemáticos. El estudio se centra en una propuesta de intervención educativa utilizando el Machine Learning y la Inteligencia Artificial para trabajar las habilidades dePensamiento Computacional y el reconocimiento y expresión emocional en Educación Primaria. En primer lugar, se diseña una actividad desconectada. Posteriormente, se realiza una programación en Scratch® sobre las emocionesque sienten los alumnos durante las actividades de ciencias y matemáticas. La última actividad permite actualizar el reconocimiento emocional ya que la expresión facial cambia continuamente, mediante el uso de Machine Learningfor Kids. El Machine Learning se puede llevar a cabo en etapas iniciales a través de actividades adaptadas, para desarrollar habilidades de Pensamiento Computacional, así como para trabajar las emociones, por lo que se promueveeste tipo de propuestas durante el aprendizaje de contenidos científicos y matemáticos.O avanço da tecnologia exige a formação em Inteligência Artificial, Machine Learning e competências de Pensamento Computacional. Os avanços em Neurocognição e Neuroeducação destacam a importância dasemoções durante a aprendizagem de conteúdos científicos e matemáticos. O estudo centra-se numa proposta de intervenção educativa que utiliza a Machine Learning e a Inteligência Artificial para trabalhar as competências de Pensamento Computacional e de reconhecimento e expressão emocional no Ensino Básico. Primeiramente, é concebida uma atividade desconectada. Posteriormente, é realizada uma programação em Scratch® sobre as emoções sentidas pelos alunos durante as atividades de ciências e matemática. A última atividade permite atualizar o reconhecimento emocional, uma vez que a expressão facial muda continuamente, utilizando Machine Learning for Kids.A Aprendizagem Automática pode ser realizada em fases iniciais através de atividades adaptadas, para desenvolver competências de Pensamento Computacional, bem como para trabalhar as emoções, razão pela qual este tipo de proposta é promovido durante a aprendizagem de conteúdos científicos e matemáticos