Revistas Científicas da Universidade Católica Portuguesa
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A.R.t distorting reality: augmented immateriality in Mixed Signals by kennedy+swan
Get PDFWith the rapid evolution of digital technology, both artificial intelligence (AI) and augmented reality (AR) become increasingly accessible to the general public. As a result, contemporary artists have begun incorporating these technologies into their work, expanding beyond the established mediums of the arts. In this paper, I study the artist’s book Mixed Signals (2023) by kennedy+swan, a contemporary iteration of the genre that merges the conventional codex of the book with the digital, by incorporating interactive AR elements into the work. Primarily characterised by their self-referentiality, artists’ books often turn the medium itself into the subject matter of the work. Accordingly, the simultaneously tactile and digital materiality of Mixed Signals is one of its central themes, along with commentary on the meaning of AI and other forms of non-human intelligence, expressed throughout a series of nature-themed watercolours that transform into interactive augmented artworks through a smartphone app. These complex virtual artworks, I argue, not only act as an expansion of the book’s narrative, but also constitute a contemporary form of artistic expression that merges the material and immaterial. I further suggest that Mixed Signals challenges the concept of an anthropocentric society through its technology-induced distortion of reality
Capacitação profissional para a integração eficaz da IA generativa na educação social. Desafios e oportunidades
Get PDFThe rapid evolution of generative artificial intelligence (AI), with models like ChatGPT at the forefront, offers new opportunities for training social educators within the scope of social pedagogy. This study conducted an initial systematic review of 94 articles from databases such as IEEE Xplore and Google Scholar, narrowing the focus to 17 relevant studies for in-depth analysis. Key findings highlight the transformative potential of generative AI in social educators’ training, enabling content personalization, task automation, and educational simulations. However, ethical and operational challenges, such as data privacy, algorithmic bias, and lack of regulation, persist. The paper proposes a training model grounded in ethical integration and pedagogical innovation, outlining strategies to maximize generative AI’s potential in social education.A rápida evolução da Inteligência Artificial (IA) Generativa, com destaque para modelos como o ChatGPT, apresenta novas oportunidades para a capacitação de educadores sociais no âmbito da pedagogia social. Este estudo realizou uma revisão sistemática inicial de 94 artigos, provenientes de bases como IEEE Xplore e Google Scholar, resultando na seleção de 17 estudos relevantes para análise detalhada. Os principais resultados indicam que a IA Generativa pode transformar a formação de educadores sociais, permitindo personalização de conteúdos, automação de tarefas e criação de simulações educativas. Contudo, surgem desafios éticos e operacionais, como privacidade de dados, enviesamento algorítmico e falta de regulamentação. O artigo propõe um modelo de capacitação baseado na integração ética e na inovação pedagógica, destacando estratégias para maximizar o potencial da IA generativa na educação socia
The phenomenon of fear in the context of religious education. Political and educational considerations on the emotion of fear in the context of religious education processes
Get PDFDer Beitrag ist in den größeren Horizont des emotionalen Lernens im Kontext religiöser Bildung eingeordnet. Entgegen einer Privatisierung von Emotionen ist es ein bleibendes Desiderat, diese verstärkt auch in Verknüpfung mit Rationalitätsansprüchen (Woher kommen diese Emotionen? Welche Wirkungen haben sie auf die Einzelnen und die Gesellschaft?) für Bildungsprozesse in den Blick zu nehmen. Der Beitrag versucht, dies aus religionspädagogischer Perspektive auf die grundlegende Emotion der Angst zu leisten. Dabei liegt das Hauptziel darin, die Bildungsrelevanz und den Bildungsgehalt einer Auseinandersetzung mit der Emotion der Angst im Kontext religiöser Bildung herauszuarbeiten. Dazu wird eine Kartografie gegenwärtiger Ängste in den Erfahrungsfeldern der Gegenwart entworfen und untersucht, welche theologischen Ressourcen zur Gestaltung religiöser Lernprozesse in Resonanz zu diesem Erfahrungsfeld hilfreich sein können. Der Artikel entwickelt aus religionspädagogischer Perspektive einen Argumentationsgang, der religiöses Lernen nicht auf bloße Ich-Stärkung der Subjekte ausrichtet und damit implizit Angstfreiheit als pädagogischen Fluchtpunkt hat, sondern der Gründe dafür entwickelt, warum aus demokratiepolitischen Einsichten ein Leben gerade mit Phänomenen von Negativität – wie eben Ängste sie darstellen – kultiviert und in emanzipatorischer Hinsicht befragt und erforscht werden sollten.The article is embedded in the broader horizon of emotional learning in the context of religious education. Contrary to the privatisation of emotions, it is a lasting desideratum to focus more on them in connection with claims to rationality for educational processes (Where do these emotions come from? What effects do they have on individuals and society?). This article attempts to do this from a religious education perspective on the elementary emotion of fear. The main aim is to work out the educational relevance and educational content of dealing with the emotion of fear in the context of religious education. To this end, a cartography of current fears in the fields of experience of the present is drawn up and an analysis is made of which theological resources can be helpful in shaping religious learning processes in resonance with this field of experience. From the perspective of religious education, the article develops a line of argument that does not orientate religious learning towards the mere strengthening of the subject’s ego and thus implicitly has freedom from fear as a pedagogical vanishing point, but rather develops reasons why, based on democratic-political insights, a life with phenomena of negativity – such as fears – should be cultivated and questioned and researched from an emancipatory perspective.O artigo insere-se no horizonte mais vasto da aprendizagem emocional no contexto da educação religiosa. Ao contrário da privatização das emoções, permanece um desiderato focar-se mais nelas em ligação com as reivindicações de racionalidade para os processos educativos (De onde vêm estas emoções? Que efeitos têm nos indivíduos e na sociedade?). Este artigo tenta fazê-lo, a partir de uma perspetiva de educação religiosa, focando- se na emoção elementar do medo. O principal objetivo é trabalhar a relevância educativa e o conteúdo educativo de lidar com a emoção do medo no contexto da educação religiosa. Para tal, é elaborada uma cartografia dos medos nos campos de experiência do presente e analisados quais os recursos teológicos que podem ser úteis para moldar processos de aprendizagem religiosa em ressonância com este campo de experiência. Na perspetiva da educação religiosa, o artigo desenvolve uma linha de argumentação que não orienta a aprendizagem religiosa para o mero fortalecimento do ego do sujeito e, por isso, tem implicitamente a libertação do medo como ponto de fuga pedagógico, desenvolvendo razões pelas quais, com base em perceções político-democráticas, uma vida com fenómenos de negatividade – como os medos – deve ser cultivada, questionada e pesquisada numa perspetiva emancipatória
Quiet quitting e liderança: a influência da troca do Líder-Membro (LMX) sob uma perspectiva narrativa
Get PDFThis study examines the phenomenon of quiet quitting (QQ), which has gained increasing relevance in organizational settings, especially in the post-Covid-19 context. QQ refers to the behavior of employees who, after reassessing their priorities, choose to perform only the essential duties of their role, avoiding overload and prioritizing mental well-being. The main objective is to investigate the influence of the quality of the leader-member relationship—based on the Leader-Member Exchange (LMX) theory—on QQ behavior. Through a narrative literature review, this research analyzes conceptual definitions and empirical evidence linking these two constructs. The findings indicate that high-quality LMX relationships can reduce disconnection and foster greater organizational engagement. Moreover, the identification of theoretical gaps provides a foundation for future research and practical contributions to leadership development strategies.Este estudo aborda o fenômeno quiet quitting (QQ), que tem ganhado visibilidade no ambiente organizacional, especialmente após a pandemia da Covid-19. O QQ refere-se ao comportamento de trabalhadores que, ao reavaliar suas prioridades, optam por cumprir apenas as exigências formais do cargo, evitando sobrecargas e buscando preservar sua saúde mental. O objetivo principal é investigar a influência da qualidade da relação entre líderes e liderados, com base na Teoria da Troca Líder-Membro (LMX), sobre o comportamento de QQ. Por meio de uma revisão narrativa da literatura, foram analisadas definições conceituais e evidências empíricas que relacionam esses dois construtos. Os achados apontam que vínculos de alta qualidade entre líderes e membros podem mitigar comportamentos de desconexão e promover maior engajamento organizacional. A identificação de lacunas teóricas também oferece subsídios para futuras pesquisas e contribuições práticas para a melhoria das estratégias de liderança
Levantada do chão e em busca de efectividade: um balanço breve de 20 anos de justiça administrativa
Get PDFThe reform of the administrative justice system is celebrating its 20th anniversary and the balance shows both positive and negative results. On the one hand, the law has opened the door to various mechanisms for protecting the rights of individuals, both at the declaratory and executive levels, urgent and non-urgent; on the other hand, the enormous increase in the number of means of protection has submerged the administrative courts with cases and the slowness of the administrative justice system is now a serious obstacle to truly effective judicial protection. In this text, I briefly reflect on how to overcome the impasse currently faced by the administrative justice system, which is to a certain extent trapped by its own success.A reforma da justiça administrativa comemora 20 anos e o balanço acusa resultados positivos e negativos. De um lado, a lei abriu a porta a vários mecanismos de tutela dos direitos dos particulares tanto no plano declarativo como executivo, urgente e não urgente; porém, de outro lado, o enorme aumento das vias de tutela afogou os tribunais administrativos em processos e a morosidade da justiça administrativa é hoje um grave bloqueio a uma tutela jurisdicional verdadeiramente efectiva. Neste texto, reflicto muito brevemente sobre como ultrapassar o impasse que hoje vive a justiça administrativa, de certo modo encurralada pelo seu próprio sucesso
Constitutional concepts as tools for democratic backsliding?
Get PDFThis paper examines the evolving role of national identity in the European Union, focusing on the current divergence regarding its normative content as a legal term within Article 4(2) TEU. Both academic and judicial perspectives are explored, with particular emphasis on whether the provision protects constitutional identity. It argues that the interchangeable use of those identity concepts lacks a solid legal foundation and can be exploited by populist leaders to challenge the primacy of EU law and undermine fundamental democratic values. Furthermore, the paper addresses the potential emergence concept of a “European Constitutional Identity” grounded in the values enshrined in Article 2 TEU and its implications for Member States’ national identities
O juízo profissional: representações de professores
Get PDFThis text presents an exploratory study on teachers’ representations regarding professional judgement, seeking theoretical foundations and conceptual clarification for them. It was carried out in the discussions held within the scope of the Network for Innovation and Improvement of Education (RIMED) – Fundação Manuel Leão (https://www.fmleao.pt/educacao/rimed-2/#), in the Pedagogical Assessment sub-network. The research presented here aims to take a first step towards understanding how a group of teachers exercise their professional judgement in assessment and grading. From this study emerges the need to develop Assessment Frameworks in schools that explain pedagogical assessment and grading practices, based on criteria that show, to the entire community, how grading decisions are made and what marks mean.Este texto apresenta um estudo exploratório sobre representações docentes acerca do juízo profissional, procurando fundamentação teórica e esclarecimento concetual para as mesmas. Foi levado a cabo nas tertúlias desenvolvidas, no âmbito da Rede para a Inovação e Melhoria da Educação (RIMED) – Fundação Manuela Leão (https://www.fmleao.pt/educacao/rimed-2/#), na sub-rede Avaliação Pedagógica. Com a investigação aqui apresentada pretende-se dar um primeiro passo para perceber como é que um grupo de professores exerce o seu juízo profissional em avaliação. Dele emerge a necessidade de se elaborarem, nas escolas, Referenciais de Avaliação que explicitem práticas de avaliação pedagógica das aprendizagens, assentes em verdadeiros critérios de avaliação, através dos quais se torne transparente, para toda a comunidade, a forma como são tomadas as decisões classificatórias e atribuídas as notas
MONTENEGRO, Maria Margarida; MORNA, Teresa de Freitas; GOUVEIA, António Camões, coord. - Relíquias? Relics? jornada 1 | journey 1
Get PDFThe environmental rule of law, intergenerational equity and climate litigation in Latin America
Get PDFInternational law, including international courts and tribunals, is undergoing important changes in their legal culture in the face of the challenges that climate change is set to pose. With this, special emphasis is placed on the transformation associated with the “Environmental rule of law,” a concept that still has significant margin for discussion, and where its new applications will form part of the fundamental debates in this field. In view of this fact, this text will focus on the installation of this legal structure in the climate debate through the principle of intergenerational equity and the extrapolation of the latter to contemporary climate disputes, especially those intergenerational disputes in the Global South and Latin America, which seek to transform and give new horizons to the international system
