Revistas Científicas da Universidade Católica Portuguesa
Not a member yet
13577 research outputs found
Sort by
The right to science between national and international recognition – domestic contributions to the clarification of its normative content
Get PDFThe right to science is not very often enshrined in constitutions, despite being established in international law. This normative framework contributes to the lack of sufficient definition of States’ obligations, hindering a full-fledged recognition of this right. The article seeks to anchor an implicit right to science in a specific constitutional order and to explore its concretization through domestic constitutional practice. Relying on decisions taken by the Brazilian Constitutional Court, the content of the right to science and the States’ core obligations are elaborated. This elaboration considers the reciprocal influence between domestic and international law and aims at advancing the right to science. The study of the case law reveals both the importance of recognizing the autonomous right to science and its relevance in the promotion of other rights. Additionally, the right to science appears as an essential tool for tackling complicated societal and environmental challenges from a rational, democratic, and rights-based approach. 
Fazer a escola artesanalmente. Configurações pedagógicas em duas escolas do Chaco, Argentina
Get PDFIn Argentina and more specifically in Chaco, where the research work that embodied this article was carried out, since the end of the 20th century, social and economic crises resulted in the construction of peripheral suburbs because of the social migration of rural workers and expelled families of the formal system of work or of their lands. These processes have multiple expressions in the educational system that involve both the configuration of new schools, built in a context that has already expressed the marks of urban fragmentation, and the reconfiguration of the daily dynamics of these institutions. In this context, this article has the objective of studying the artisan practices assumed by the teaching task in the daily configuration of schooling. The information collected is part of fieldwork in two schools located on the outskirts of Chaco, Argentina, during 2018-2019.No estudo da vida escolar, práticas minuciosas e artesanais moldam a construção das instituições no século XXI. Através das histórias de seis professores, este artigo dará conta das engenhosas buscas que eles empreendem para concretizar a tarefa de ensinar e acompanhar as trajetórias de seus alunos. Serão analisadas as múltiplas cenas que se passam nas escolas entre o otimismo cruel da era da administração e a responsabilidade cotidiana, que definem os modos de fazer escola hoje. As informações coletadas fazem parte de um trabalho de campo em duas escolas localizadas na periferia do Chaco, Argentina, durante 2018-2019
Recensão do livro de Hugo Luz dos Santos: a responsabilidade penal dos entes colectivos na esfera do compliance / / E depois da lei n.º 94/2021, de 21 de dezembro?
Get PDFBraga, Nova Causa/Edições Jurídicas, 2022,ISBN 978-989-9026-46-
Nota da Direção
Get PDFCoordination: Conceição Cunha and Pedro Freitas
Editorial support: Miguel do Carmo MotaCoordenação: Conceição Cunha e Pedro Freitas
Apoio editorial: Miguel do Carmo Mot
Educação para cidadania e liderança escolar: um estudo qualitativo em Itália e Portugal
Get PDFThe construction of a school environment, which takes the form of a community of practice where students can actively experience citizenship, is of fundamental importance for the promotion of civic learning as a product of knowledge and experiences in the contexts where they live. The Reference Framework of Competences for Democratic Culture (2018) identifies the Whole-School Approach (WSA) as the organizational orientation that can build a democratic learning environment through the integration of democratic values and human rights principles into teaching and learning, school-community cooperation, and governance. An embedded-multiple case study is carried out in Italy and Portugal with the aim of describing the different profiles of school Principals and their behaviors related to school governance and analyzing the realization of organizational and teaching practices for Civic and Citizenship Education (CCE) which could possibly be categorized as WSA. Initial results from two of the eight lower secondary schools participating in the research are presented, describing the organizational features, projects on CCE of the 8th grade, and leadership styles of the Principals. The research supports the relationship between schools, universities and territories, promoting the dissemination of practices that can foster the creation of a learning environment for citizenship.A construção de um ambiente escolar, que se consubstancie numa comunidade de prática onde os alunos possam vivenciar ativamente a cidadania, é de fundamental importância para a promoção da aprendizagem da cidadania, enquanto produto de conhecimentos e experiências em contexto real. O Reference Framework of Competences for Democratic Culture (2018) identifica a Whole-School Approach (WSA) como a abordagem organizacional que pode construir um ambiente de aprendizagem democrático através da integração de valores democráticos e princípios de direitos humanos no ensino e na aprendizagem, na governação e no clima escolar. O presente artigo relata um estudo de caso múltiplo, realizado em Itália e em Portugal, com o objetivo de descrever os diferentes perfis dos Diretores e os seus comportamentos relacionados com a governação da escola, bem como analisar o desenvolvimento de práticas organizacionais e pedagógicas para a educação para cidadania que possam ser categorizadas como WSA. São apresentados os primeiros resultados de dois dos oito agrupamentos de escolas que participaram na investigação, descrevendo as características organizacionais, os projetos de cidadania do oitavo ano e os estilos de liderança dos Diretores. A investigação sugere a relação entre escolas, universidades e territórios, promovendo a disseminação de práticas que podem fomentar a criação de um ambiente de aprendizagem para a cidadania
A Mani-Pedi-Anti-Counter-FESTO for Queer Screen Production Practice
Get PDFIn this audiovisual essay, four practitioner-academics seek to identify and address the need to reimagine queer screen production. Traditional heteronormative storytelling dominates the screen production landscape, necessitating a challenge to create more inclusive and diverse narratives. Through the creation of a manifesto essay film, the researchers collectively reflect on their creative practices, synthesize their approaches, and develop a new vision for queer screen production. The result demonstrates the value of embracing: sustainable practices, queer kinship-making as filmmaking, alternatives to hegemonic forms, queer shame, queer failure, eternal adolescence, and the disruption of the ever-forward momentum (among other approaches). Manifesto-making as a method encourages creative practitioners to question the status quo of screen production contexts and strategies, and to think critically about the storytelling norms in broader creative practice. The researchers argue that such an approach can enable creative practitioners to pave the way for new, innovative collaborations and contribute to a more inclusive and diverse creative landscape.
This film enacts the opportunities that arise when considering the spectrum of screen production in broader, ‘queerer’, ways, through notions of kinship-making, polyphony and the ‘queer art of failure’ (Halberstam 2011). The disruption of dominant narrative models can be considered in the context of queer theory’s critiques of heteronormative temporality, asking how queer approaches to narrative construction might challenge the heteronormative markers of success and happiness, or what Elizabeth Freeman calls ‘chrononormativity’ (2010). Using ‘manifesto as method’, the film combines the authors’ separate practices in filmmaking, screenwriting, mobile media and documentary in ways that deviate from mainstream categorisations, production hierarchies and workflows
These Gray Hairs Really Scream Out at me: the Confessional I and Autofiction as Feminist Writing in Gray Hairs
Get PDFThis article is a practitioner reflection on confessional writing as feminist writing in my transmedia artwork Gray hairs. Gray hairs is a web-based linear narrative which unfolds through my voice (and text transcript) when readers pluck graying hairs on screen. This article gives an overview of confessional writing, autofiction and digital writing as feminist writing, and reflects on these theoretical discourses through a practitioner perspective on how these theories are and are not implicated in Gray hairs. The article concludes with a practitioner reflection that speculates on how born-digital confessional writing can and could be more aligned with feminist ideas of multiple perspectives and polyphonic voices while keeping in line with the early roots of the feminist movement through the idea that the personal is political
The 14 Steps Towards a Wonderful Failure
Get PDF"Ufffff! So what are we going to do?" ... this is how this film/essay begins. It starts with a conversation between three (maybe more) people in the kitchen of an apartment. The situation seems to be tense, but at the same time, with some charge of emotion. In the upper right edge of the image, we can find an image with the Palestinian flag. Today is November 12, 2023, the armed conflict that began in the city of Gaza a few weeks ago and slowly destroys the city and inhabitants, is still active. This methodology, which is intended to be decidedly anachronistic, in its sense of current against linear narrative time, acts interdependently with the content of each embrace. The unexpected form in which this audiovisual essay manifests itself is entirely related to the form of the project and the content of its non-narrative
Not made for you: the genre of Man in The BlackTransArchive
Get PDFThis paper explores the ways in which the videogame The BlackTransArchive reflects on and subverts the implicit rules that are in place regarding what it means to be perceived and treated as a human being. The videogame was created for and by black trans people in order to store and centre black trans lives, thoughts and experience, which have been (and are) at risk of being erased. Following Sylvia Wynter’s theories regarding the genre of Man standing in for the category of “human” as a whole, this paper argues that The BlackTransArchive’s target audience and its centring of its players’ identities and choices are equipped to depart from and reflect critically on the Man-as-human episteme and Man as the implicit default audience of video games. It shows that the game and its characters depict cyborg characteristics – both in their potential for resisting Man, and their inevitable complicity in Man’s systems