U.Porto - Revistas Cientificas
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Responsividade cultural na prática: Perspetivas dos/as professores/as sobre a educação de crianças migrantes
Full text linkThis study explores how teachers in Türkiye perceive their preparation, professional competencies, and classroom practices when working with students from migrant backgrounds, using the Culturally Responsive Teaching (CRT) framework. Drawing on a descriptive, survey-based design with 102 in-service teachers, the research reveals that most participants felt underprepared by their pre-service education, particularly in technical areas such as material development, assessment, and family engagement. However, many reported significant growth in interpersonal competencies through direct experience with migrant learners. While classrooms were generally viewed as inclusive, concerns were raised about the school environment, curriculum responsiveness, and the adequacy of educational materials. Findings highlight the critical need for systemic reform across teacher training, curriculum design, and school support structures. Despite these challenges, the study identifies opportunities for leveraging teachers’ lived experiences and professional values as a foundation for advancing inclusive education. In an increasingly mobile and diverse world, preparing teachers to respond effectively to cultural and linguistic diversity is not only a pedagogical challenge but a social imperative.Este estudo explora a forma como os/as professores/as na Turquia percecionam a sua formação, competências profissionais e práticas em sala de aula ao trabalhar com alunos/as de origem migrante, utilizando o enquadramento da Pedagogia Culturalmente Responsiva (Culturally Responsive Teaching – CRT). Com base num desenho descritivo, sustentado por inquérito, envolvendo 102 professores/as no ativo, a investigação revela que a maioria dos/as participantes se sentiu pouco preparada pela formação inicial, especialmente em áreas técnicas como o desenvolvimento de materiais, a avaliação e o envolvimento das famílias. No entanto, muitos/as relataram um crescimento significativo nas competências interpessoais através da experiência direta com alunos/as migrantes. Embora as salas de aula fossem geralmente vistas como inclusivas, foram levantadas preocupações relativamente ao ambiente escolar, à capacidade de resposta do currículo e à adequação dos materiais educativos. Os resultados destacam a necessidade crítica de reformas sistémicas na formação de professores, na conceção curricular e nas estruturas de apoio escolar. Apesar destes desafios, o estudo identifica oportunidades para valorizar as experiências vividas e os valores profissionais dos/as docentes como base para promover uma educação inclusiva. Num mundo cada vez mais móvel e diverso, preparar os/as professores/as para responder eficazmente à diversidade cultural e linguística é não apenas um desafio pedagógico, mas também um imperativo social
The incorporation of 21st-century competencies into Brazilian basic education: Corporate action in the BNCC
Full text linkEste artigo analisa o processo de inclusão das competências do século XXI no currículo nacional brasileiro da educação básica por meio da Base Nacional Comum Curricular. Trata-se de uma síntese com resultados de pesquisa de doutoramento de natureza qualitativa, que contou com ampla revisão bibliográfica, análise documental e realização de entrevistas semiestruturadas. A partir das contribuições gramscianas, analisamos a proposta educacional e as estratégias de atuação dos Aparelhos Privados de Hegemonia empresariais que influenciaram a construção dos fundamentos político-pedagógicos da política curricular, em especial aqueles reunidos no Movimento pela Base. Concluímos que o setor empresarial ocupou posição central, e por vezes exclusiva, junto à esfera estatal nas discussões sobre os fundamentos curriculares, resultando em uma adesão acrítica por parte do Estado brasileiro às competências do século XXI recomendadas por organismos multilaterais; como consequência indicamos a desvalorização crescente do conhecimento, a redução da noção do direito à educação a processos adaptativos ao mundo do trabalho e o enfraquecimento da autonomia pedagógica. This article analyses the process of including 21st-century skills in the Brazilian National Learning Standards, named Base Nacional Comum Curricular [Brazil’s National Learning Standards]. It is a synthesis of the doctoral thesis, a qualitative research which includes a wide-ranging bibliographical review, documentary analysis and semi-structured interviews. Based on Gramscian contributions, we analysed the educational proposal and the action strategies of the business private apparatuses of hegemony that influenced the construction of the curriculum’s political-pedagogical foundations, especially those gathered in the Movimento pela Base. We conclude that the business sector has occupied a central, and sometimes exclusive, position alongside the state in discussions about curriculum foundations. The result is an uncritical adherence by the Brazilian State to the 21st-century competencies recommended by multilateral organisations. As consequence, we indicate the growing devaluation of knowledge, the reduction of the right to education’s notion to processes that adapt students to the labor, and the weakening of pedagogical autonomy
Exploring How Alternative History can merge different perspectives regarding Ethical Responsibility: Insights from the Oral Presentation Round Table #1 chair
Full text linkThis paper examines two distant, yet complementary research approaches presented at the 4th international Conference of \u27What if?...\u27 World History 24/25, held at University of Vigo, dedicated to the theme of Ethical Responsibility. These presented works explore how alternative historical scenarios can contribute to contemporary ethical debate., with one focusing the hypothetical consequences of the complete success of the artistic avant-garde movements and their lasting social and moral impact, while the other investigates both counterfactual and historical evidence of gender inequality, with particular attention to Olympe de Gouges and the struggle for women’s rights. Together, these perspectives highlight the connection between imaginative historical thinking and ethical reflection, suggesting ways in which history may inform the development of more responsible and equitable social frameworks
Entre o tabu e a informação: Educação Sexual e a experiência de estudantes de licenciatura em Ciências Biológicas
Full text linkThis work aimed to analyse the experiences arising from the lack or presence of Sexual Education among Biological Sciences Degree students from the Federal Institute of Paraíba, Cabedelo, Brazil, throughout their lives. This is survey research that draws on a qualitative-quantitative approach. An online questionnaire was used as a data collection instrument, which was applied between March and September 2023 to a sample of 32 students. The results revealed that the majority of those surveyed received little information about Sexual Education during their childhood and adolescence. Regarding the benefits of having received some extent of Sexual Education, the students highlighted the prevention of health risks, the possibility of self-knowledge and the ability to identify situations of sexual harassment and/or abuse. Regarding the harm arising from the lack of Sexual Education, the following stood out: difficulty in identifying/ dealing with harassment situations and difficulty/ embarrassment talking about topics related to sexuality. Given the results presented, it is concluded that Sexual Education is essential to ensure that future Biology teachers can play their role as educators completely and effectively, contributing to the health, well-being and integral development of students, as well as the schooling of well-informed and critical citizens.Objetivou-se neste trabalho analisar as experiências decorrentes da falta ou presença de Educação Sexual em estudantes do curso de Licenciatura em Ciências Biológicas do Instituto Federal da Paraíba, Cabedelo, Brasil, ao longo de suas vidas. Trata-se de uma pesquisa de levantamento com abordagem quali-quantitativa. Utilizou-se um questionário online como instrumento de coleta de dados, o qual foi aplicado entre março e setembro de 2023 para uma amostra de 32 estudantes. Os resultados revelaram que a maioria dos/as pesquisados/as receberam pouca informação sobre Educação Sexual durante a infância e adolescência. Acerca dos benefícios por terem recebido algum tipo de Educação Sexual, os/as estudantes destacaram: prevenção de riscos à saúde, possibilidade de autoconhecimento e capacidade de identificar situações de assédio e/ou abuso sexual. Já em relação aos malefícios oriundos da ausência da Educação Sexual, destacaram: dificuldade em identificar/ lidar com situações de assédio e a dificuldade/ constrangimento para falar sobre temas relacionados à sexualidade. Diante dos resultados apresentados, conclui-se que a Educação Sexual é essencial para que futuros/as professores/as de Biologia possam desempenhar seu papel de educadores/as de maneira completa e eficaz, contribuindo para a saúde, bem-estar e desenvolvimento integral dos/as discentes, bem como para a formação de cidadãos/ãs bem informados/as e críticos/as
Slam and education: Gender, race and decoloniality in the poetic performances of Brazilian and French students
Full text linkThis paper presents post-doctoral research that delved into the study of literacies, specifically literary, critical, and literacies of re-existence. The main objective is to present the Brazilian educational project of Coletivo da Guilhermina, which organises and holds the São Paulo Inter-school Slam every year, and the French Association Le Panorama, which for the last seven years has also organised and held Le Grand Slam du 77, in the French commune of Champagne-Sur-Seine, 67 km from Paris. Slams are understood here as social and cultural literacy events and practices that involve reading and writing poetry in performance. In the case of school slams, this investigation focuses on how student-slammers from São Paulo/Brazil and Paris/France use poetic language to echo youth culture, performing poems that denounce the gender and racial violence to which they are historically subjected. In methodological terms, this article aims to analyse, from a qualitative-interpretative perspective, poetic texts staged at the São Paulo/Brazilian and Paris/French school slams in 2022 and 2024, respectively. The results point to a literary and libertarian education capable of revealing young poets who write, read and perform poetry as a political act of denunciation of racism and decolonial resistance.Este artigo apresenta uma pesquisa de pós-doutorado que se aprofundou nos estudos dos letramentos, em específico, dos letramentos literários, letramentos críticos e letramentos de reexistência. O seu objetivo principal é apresentar o projeto educativo brasileiro do Coletivo da Guilhermina, que todo ano organiza e realiza o Slam Interescolar de São Paulo, e da Associação francesa Le Panorama, que há sete anos também organiza e realiza Le Grand Slam du 77, na comuna francesa Champagne-Sur-Seine, a 67 km de Paris. Slams são aqui entendidos como eventos e práticas de letramentos sociais e culturais que envolvem leitura e escrita poéticas em performance. Em se tratando de slams escolares, tal investigação se debruça na maneira como os/as estudantes-slammers de São Paulo/Brasil e de Paris/França usam a linguagem poética para ecoar uma cultura jovem, performando poemas que denunciam violências de gênero e raça a que estão historicamente sujeitos/as. Em termos metodológicos, este artigo visa analisar, sob a óptica qualitativa-interpretativista, textos poéticos encenados nos slams escolares paulistas/brasileiros e parisienses/franceses, em 2022 e 2024, respectivamente. Os resultados apontam para uma educação literária e libertária capaz de revelar jovens poetas que escrevem, leem e performam poesias como ato político de denúncia ao racismo e de resistência decoloniais
Educação antirracista na formação inicial de professores finlandesa: Um estudo sobre as perceções de estudantes
Full text linkIn recent years, the rise of antiracist movements globally has prompted deep reflection on the dynamics of race, power, and social justice in diverse contexts. Finland, with its unique historical and social backdrop, presents an interesting case study. Based on recent studies, racism in Finland is a serious issue. Racism is often recognised and discussed on an individual level as a part of a personal belief system or attitudes but not recognised as systemic processes where racialisation and Whiteness are embedded in the system. This article presents preliminary results from a research project on antiracism pedagogy in teacher education taking place in four Finnish universities. The data was collected from student teachers who were studying in teacher education programs at these universities. The results indicate that student teachers recognise the existence of racism but can only largely observe it as outsiders who may not recognise the majority (White) privilege and the structural racism that exists in education. This raises a concern over the gap between teacher education and the reality in schools. Moreover, the results suggest some preventative means to tackle racism, as well as the importance of being proactive.Nos últimos anos, o surgimento de movimentos antirracistas a nível mundial tem suscitado uma reflexão profunda sobre as dinâmicas raciais, de poder e da justiça social em diversos contextos. A Finlândia, um contexto histórico e social único, apresenta um caso de estudo interessante. De acordo com estudos recentes, o racismo na Finlândia é um problema grave. O racismo é muitas vezes reconhecido e discutido a nível individual como parte de um sistema de crenças ou atitudes pessoais, mas não é reconhecido como um processo sistémico em que a racialização e a branquitude são estruturais. Este artigo apresenta os resultados preliminares de um projeto de investigação sobre a pedagogia antirracista na formação de professores, em curso em quatro universidades finlandesas. Os dados foram recolhidos junto de estudantes que frequentam programas de formação inicial de professores nestas universidades. Os resultados indicam que os estudantes reconhecem a existência do racismo, mas, em larga medida, tende a observá-lo situando-se do ladode fora, que podem não reconhecer o privilégio (branco) da maioria e o racismo estrutural que existe na educação. Esta situação suscita preocupação quanto ao fosso entre a formação de professores e a realidade nas escolas. Além disso, os resultados sugerem alguns meios preventivos para combater o racismo, bem como a importância de ser proativo
An editorial project as a catalyst for discussion and construction of architectural ideas: scopio Editions and Sophia Journal
No full textThe Sophia Journal editorial project, initiated at the Faculty of Architecture of the University of Porto (FAUP) and its R&D Centre for Architecture and Urbanism Studies (CEAU), is a pivotal platform for discussing and constructing architectural ideas through photography, film, and other visual media. This initiative fosters international engagement, bridging academia withvarious professional and creative communities interested in architecture, photography, and urban studies.At the core of Sophia Journal’s mission is integrating contemporary visual culture with architectural discourse, significantly influencing scholarly and public debates. This focus is reflected in a range of high-impact publications, including peer-reviewed issues, special thematic volumes, and the organization of international conferences. Since its founding in 2016, Sophia Journal has provided a rigorous academic space for critical inquiry into the intersection of architecture, urban transformation, and visual narratives.The journal’s international conferences, initiated in 2010 with On the Surface, have played a crucial role in fostering dialogue on architecture and visual culture. These events have helped establish a global research network, positioning Sophia Journal as a key reference for exploring the role of photography and film in architectural and urban studies.
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Differentiated inhabitation of ‘auteur architecture’: photographing Álvaro Siza’s Bouça housing estate
No full textThis paper explores the different ways residents of famous buildings experience the architecture they live in. We aim at an architectural photography that seeks to portray architecture not as a visual phenomenon but rather a lived one. We have photographed residents of the Bouça housing estate in Porto, Portugal, designed in the 1970s by Pritzker Prize winning Portuguesearchitect Álvaro Siza to house the urban poor after the 1974 revolution. The estate has since become an architectural icon and is currently undergoing gentrification by architects, designers and artists who are drawn to the appeal of ‘auteur architecture’. The differences in inhabitation between the original residents and the recent ones pertain to a complex yet dualistic stance between two distinct social classes on what architecture is and what it means, one that also raises the issue of housing for the urban poor becoming fashionable. We read such tensions while tracing back to Siza’s early belief in a classless society, which later evolved into the belief in an ‘interclassist city’.
Cover image: Costa et al., “Inhabiting Auteur Architecture.
Housing the basque country. Photography of the collective space
No full textIn 2018, Housing the Basque Country (HBC) opened in Bilbao. The exhibition sought to expose the results of the housing policy achieved by the Basque Regional Government in the last three decades. HBC aimed to explain the different stories generated around public housing since this subject is, without a doubt, one of those that brings together the most realities around it: from politics to the architectural, going through the economic or productive, the sociological, historical and legal; setting at the center the inhabitant.
From the exhibition point of view, HBC started with the difficulty of highlighting for a nonprofessional audience a theme limited both by its geographical location and by its distance from spectacular architecture. It was decided to compile a selection of thirty projects that served to explain the evolution of public housing, taking into account criteria such as their date of completion, geographical distribution, location in cities or small towns, typological advances, and aesthetic values. But the projects were also selected for their potential to capture something that seemed essential to incorporate into the exhibition: the human dimension.
Thus, and during several trips to the thirty projects, it was possible to compile a valuable set of visual documents containing the “vital substance” that had grown in those environments. Various photographs in different formats explained aspects such as the current state of these residential complexes, their urban life, the physical traces of time, the dialogue with nature, the validity or expiration of their architecture and urban planning, and their social content. For better or for worse, the aim of that work was not to achieve an aesthetically striking photographic collection, but rather to bear witness to the literal and direct presentation of the urban - and therefore human - result in force in those inhabited environments.
Cover image: Zabalgana (Vitoria-Gasteiz
A continuous, diversified and sustained photographic practice
Full text linkThis essay examines three photographic projects that reflect diverse approaches to territory, identity, and memory. In Da Pedra ao Osso, João Ramilo explores the ontological meaning of place through his home village of Louriceira, addressing themes of disappearance, change, and nostalgia in the rural world. José Miguel Ribeiro’s Na Cratera do Vulcão, grounded in Paulo Valverde’s ethnographic notes on São Tomé and Príncipe, engages with the coexistence of the living and the dead, using photography to probe the spectral boundaries between visibility and invisibility, material and immaterial. Finally, Luísa Fernandes’ Para Além da Forma challenges stereotypical and sexualised representations of the LGBTIQ+ community, creating a space for self-expression and recognition. Together, these projects highlight the vitality of contemporary photographic practice as reflection and critique of society’s turbulence.
School of Arts of the Portuguese Catholic Universit