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The liminal narrative in temporal reality of sequential art forms
Get PDFThis study explores the effects liminality on sequential narrative works. Liminality exists in both spatial and temporal dimensions as well as in sequential art forms. As such, the idea of transition can be explored through time, place, and character. In the case of live-action media, liminality can be either overt or unseeable. This idea is explored through André Bazin’s idea of objective reality, wherein, real work physical or living objects carry with them an undeniable physical presence that exists outside of the sometimes-fictional narrative of visual works. Within this article, the temporal aspect of liminality is explored through the transitional effects the very construction of narrative through subsequent effects on character, art design and the process used to construct the work. The effects of liminality are not contained solely in the work itself. Moreover, the very reading of this work is subject to a wide range of fluctuations in interpretation from the ever-changing perspective of the spectator. This article contrasts the effects of liminality on the objectively real and argues a case for a temporal reality that exhibits comparable liminal effects without the artefact being objectively real but rather artistically constructed.This study explores the effects liminality on sequential narrative works. Liminality exists in both spatial and temporal dimensions as well as in sequential art forms. As such, the idea of transition can be explored through time, place, and character. In the case of live-action media, liminality can be either overt or unseeable. This idea is explored through André Bazin’s idea of objective reality, wherein, real work physical or living objects carry with them an undeniable physical presence that exists outside of the sometimes-fictional narrative of visual works. Within this article, the temporal aspect of liminality is explored through the transitional effects the very construction of narrative through subsequent effects on character, art design and the process used to construct the work. The effects of liminality are not contained solely in the work itself. Moreover, the very reading of this work is subject to a wide range of fluctuations in interpretation from the ever-changing perspective of the spectator. This article contrasts the effects of liminality on the objectively real and argues a case for a temporal reality that exhibits comparable liminal effects without the artefact being objectively real but rather artistically constructed
Higher education in the new geopolitics of knowledge: The emergence of the mission | business university?
Get PDFThe article explores the meaning of the transformations of the university, a theme that has received great attention in research on Higher Education (HE) in recent decades. Focusing specifically on the distinction mission | business, it is argued that we need to go beyond a critique of academic reality in the twenty-first century, which sees academic capitalism, managerialism, commodification, etc., as something simply external to HE. In other words, the distinction mission | business questions what is the essence of HE in the twenty-first century? And if the missions of the current university are relocating to a negotium, giving shape to a universitas negotiorum, so to speak. In discussing the central issue, the article begins by recapitulating the main transformations in HE that impact the three main missions of the university: research, teaching, and extension services. Next, it conceptually situates the idea of universitas and refers to mission | business to deliberate on the implications of these changes for the essence of HE today. The article also discusses issues related to international academic mobility. The article concludes with some considerations about the positioning of researchers and the normative orientation of HE for the future.O artigo explora o significado das transformações da universidade, tema que recebeu grande atenção na pesquisa sobre o Ensino Superior (ES) nas últimas décadas. Focando especificamente na distinção missão | negócio, se argumenta que precisamos ir além de uma crítica da realidade acadêmica no século XXI, que vê o capitalismo acadêmico, o gerencialismo, a mercantilização, etc., como algo simplesmente externo ao ES. Ou seja, a distinção missão | negócio questiona qual é a essência do ES no século XXI e se as missões da universidade atual estão se relocando para um negotium, dando forma a uma universitas negotiorum, por assim dizer. Ao discutir a questão central, o artigo começa recapitulando as principais transformações no ES que impactam as três principais missões da universidade: pesquisa, ensino e serviços de extensão. De seguida, situa conceitualmente a ideia de universitas e refere-se aos termos missão | negócio ao deliberar sobre a importância destas mudanças para a essência do ES na atualidade. O artigo também discute questões relativas à mobilidade internacional. O artigo conclui com algumas considerações sobre o posicionamento de pesquisadores e a orientação normativa do ES para o futuro
Resonances
Get PDF“The commodification of housing and urban land has turned what should be a basichuman right into an instrument of speculative profit-making, systematically excluding the poor and reinforcing class divides within cities.” 1
What remains when housing is no longer considered a need or a right but a commodity? This question frames the urgency of rethinking how we conceive and produce space today. The idea that the home is a private, apolitical realm has long been dismantled by scholars such as Christopher Reed, who, in ‘Not at Home: The Suppression of Domesticity in Modern Art and Architecture‘, frames domesticity as a contested cultural and political field.2 From this perspective, the contemporary housing crisis is not merely a failure of supply and demand mechanisms, but the manifestation of deep structural inequalities, demanding a fundamentalredefinition of what it means to inhabit collectively.This panel examines how cooperative practices and participatory models challenge dominant paradigms by proposing new forms of collective living that emphasize agency, mutual support, and care as central to spatial production. John Turner’s influential argument in Housing by People — that when inhabitants control key decisions, housing becomes a source of individual and social well-being — remains highly relevant.3 Already in Freedom to Build (1972), Turner had introduced the idea of “housing as a verb,” stressing that housing should be understood not as a finished object, but as an active, ongoing process shaped by its users.4 Contemporarycooperative models adopt this perspective, framing housing as a living, adaptive system rather than a static commodity.
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Errante1: contemporary devices for heuristic reflexions on housing, Malagueira, Marselha, and La Borda.
No full textThis reflexion makes visible the relationships between humans and the production of the built environment, proposing an exploration of the behavioural space between two collaborative narratives: the disciplinary, and the non-disciplinary.The aim is to examine the position of architects and their practices in addressing the socioenvironmental crisis facing the planet today.Questioning architecture predominantly through a disciplinary lens limits the integration of practices that fall outside dominant narratives. In pedagogical frameworks, it is crucial to venture beyond these boundaries and question how to learn from divergent practices that inherently function as educational tools. Non-disciplinarily (by wandering about how bodies are perceived in its social context), we understand how these devices work and unmistakably broaden the field of architecture from multimodal design practices.However, divergent methods alone are insufficient for professionals to effectively engage with communities in addressing contemporary issues (within the built environment) due to formal constraints. This inadequacy suggests the emergence of an ideo-cultural crisis alongside the socio-environmental one, underscoring the urgent need to resolve a persistent educational paradox regarding the relationship between disciplinary, and non-disciplinary approaches.Through the analysis of three cases (Unité, Malagueira, and La Borda), the article identifies approaches that operate both within, and outside dominant narratives, relating complex scenarios as catalysts for simpler, more inclusive, and sustainable heuristic decisions.Positioned as a proposal for a viable landscape of sustainable social progression, the article engages in heuristic reflections to interrogate how robust mechanisms of loss - reconfigured as constructive actions - inform project activities. These activities, in turn, are examined for their capacity to steer architectural praxis toward an empathetic framework for architect-education, derived from the ethos of the field and practice of architecture.
Cover image: 2024 Behavioural space “as” a place. La Borda. Barcelona, Spain. author’s photograph
1 Errante (english (UK): wandering): author’s translation, selected from Caspar David Friedrich’s Der Wanderer über dem Nebelmeer, 1818. A work set in the Romantic period; it depicts a man standing before a rocky gorge while observing a landscape characterised by a thick sea of fog. A relationship between the sublime and self-reflection, based on the evocation of the landscape and on the contemplation of the man situated within the realisation of his drift in the time of his life
Fenix architecture: Can a new and youth liveability for inner areas be based on the third and fourth-age community facilities?
No full textThe article takes its cue from the population ageing phenomenon in Italy, focusing on the country’s inner and marginal areas. These areas, which cover nearly 60% of the national territory, are facing significant challenges due to depopulation and the migration of young people to cities, leading to their marginalisation and reduced access to essential services. However, in recent decades, these regions have been reevaluated, viewing them not only as a problem but also as an opportunity for development and regeneration.
The article explores how population ageing, traditionally seen as a challenge, can be transformed into a resource for the revitalization of inner areas. By analysing institutional policies such as the Strategia Nazionale per le Aree Interne (SNAI) and the Piano Nazionale di Ripresa e Resilienza (PNRR), the text emphasises the importance of attracting new communities, including younger generations, to revitalize these territories. In fact, ageing can become a development factor, especially when combined with strategic planning and targeted architectural design projects, as illustrated by the case of Castel del Giudice, a small village in Molise that has managed to turn population ageing into an opportunity for economic and social growth.
The case study of Castel del Giudice demonstrates how an innovative approach to managing welfare services, particularly for the elderly, can help to reverse the depopulation trend and create new job opportunities for young people. Through the establishment of an assisted living facility and other community initiatives, the village has not only improved the quality of life for the elderly but also generated economic activity that has attracted new families to the area. This example shows how inner areas can become laboratories for good practices and social innovation if adequately supported by targeted policies and investments.
In conclusion, the article argues that population ageing in Italian inner areas should not be seen merely as a problem to be addressed, but as an opportunity to stimulate sustainable and inclusive development. Through targeted interventions that promote proximity welfare and community cohesion, it is possible to create new forms of liveability that can attract both young and old, contributing to the revival of territories currently considered fragile. Ageing, therefore, can become a catalyst for the revitalization of inner areas, transforming their fragility into a driving force for future development.
Cover image: Castel del Giudice, the district of community welfare devices composed by exiting (RSA and assisted residences) and new PNRR facilities (senior social housing and socio-economic aggregation center) – elaboration of the author
Experiências vividas por Amas de Creche Familiar em contextos multiculturais
Get PDFO trabalho de investigação apresentado neste artigo teve como campo de estudo a resposta social denominada Creche Familiar, no enquadramento legal de uma instituição de solidariedade social portuguesa. O âmago da investigação é a interação entre Amas de Creche Familiar, pais de diferentes origens culturais e seus bebés. Numa pesquisa que se aproxima de um trabalho etnográfico demos ênfase ao ponto de vista das Amas, partindo do relato das experiências vividas. Em última análise, quisemos contribuir para o conhecimento do processo de aculturação pelo qual passam as Amas e também os pais, tomando a perspetiva de Sam e Berry (2006) como referência principal. A partir da análise dos dados infere-se que a abertura ao “outro”, a tolerância e o reconhecimento mútuo são o cerne do processo de aprendizagem proporcionado por estas experiências. No caso das Amas, este processo desencadeia uma maior consciência de si e uma visão mais abrangente de cidadania
Velhas e novas profissionalidades, velhos e novos profissionalismos: tensões, paradoxos, progressos e retrocessos
Get PDFO autor situa-se na perspectiva das ciências da educação para tentar esclarecer os conceitos de profissionalismo e de mudança contínua profissionalismo dos professores, identificar os atores que têm o poder e a legitimidade de definir esses conceitos e inventariar algumas formas de novos profissionalidades. Dada a mudança nas condições de trabalho, recrutamento, formação e carreira dos professores, a profissão é afetada por tensões e paradoxos dos quais damos alguns exemplos. Estas tensões podemcolocar em perigo a classe profissional tal como a conhecemos ou exigir uma reformulação profunda e realista da nossa forma de conceber a profissão, a sua profissionalismo e profissionalismo
“Adios… che l’avventura cominci! :)”: a construção da imagem de si enquanto motor da relação intercultural
Get PDFO “diálogo intercultural” tem vindo a ser um conceito progressivamente integrado nos discursos educativos, sendo a Didática de Línguas uma das áreas que ele mais tem inspirado. Efetivamente, abordar as línguas implica, metonimicamente, abordar as culturas, e trabalhar, em contexto pedagógico, o diálogo entre línguas, é sempre trabalhar o diálogo entre sujeitos de universos culturais diversos e plurais. Neste texto, propomo-nos debruçar sobre estas questões no âmbito de uma das atuais correntes em Didática de Línguas, a intercompreensão (IC), a qual se foca na educação para a diversidade linguística e cultural e para o desenvolvimento da competência intercultural. Assim, neste estudo, apresentaremos uma proposta didática orientada para o desenvolvimento da IC entre alunos do ensino secundário de diferentes países de línguas românicas (LR), com recurso a uma plataforma de comunicação a distância, analisando a forma como os sujeitos manifestam a sua disponibilidade e vontade de entrarem em relação através do modo como “se comunicam” uns aos outros, do ponto de vista linguístico-cultural, nos espaços “perfis” e “fóruns de discussão” da plataforma
O Ensino da Língua Gestual Portuguesa como L2 no contexto bilingue das EREBAS
Get PDFO presente artigo visa a reflexão sobre a importância do ensino da Língua Gestual Portuguesa (LGP) como L2 no contexto Bilingue das Escolas de Referência para o Ensino Bilingue de Alunos Surdos (EREBAS). Considerando a implementação do modelo bilingue, decretada pela Lei 3/2008, procura-se refletir sobre a aprendizagem da LGP por parte dos ouvintes e, consequentemente, sobre o impacto pedagógico, linguístico e emocional que esta aprendizagem terá nos alunos surdos. Por último, serão apresentados contributos pedagógicos para o ensino da Língua Gestual Portuguesa como Segunda Língua, evidenciando a importância da adoção de uma diferente abordagem para o ensino da LGP como L2
Educação e poder: Como se escolhe um Ministro? Apontamentos para a História da Educação em Portugal (1955-1976)
Get PDFO artigo procura responder à questão como se escolhe um Ministro da Educação. O espaço de análise é Portugal, no período de que vai de 1955 a 1976, ou seja, num período que abrange o processo de modernização da sociedade portuguesa (industrialização, urbanização, mudança na estrutura de classes) na segunda metade do Estado Novo, a ruptura democrática de 25 de Abril de 1974 e o processo de transição revolucionária decorrido até à entrada em funções do I Governo Constitucional, ou seja, constituído nos termos da Constituição democrática de 1976. A tese que se defende é que a escolha do Ministro da Educação está intimamente ligada à representação que o Primeiro Ministro (ou Presidente do Conselho, durante a Ditadura do Estado Novo) faz do percurso pessoal, profissional e político da personalidade que convida, tomando em consideração os condicionalismos políticos em que o faz, esperando que esse percurso anterior seja um sinalizador da capacidade de interpretar as agendas e conduzir os processos de mudança por si idealizados