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‘Saber brincar’: Uma análise criancista decolonial do brincar
Get PDFThe verb ‘play’ has multiple translations. The verbs used to denote play a musical instrument and play in children’s games differ in Portuguese as well as Nordic languages such as Norwegian. The theoretical distinction between verbs ‘jogar’ and ‘brincar’ guides a decolonial childist analysis of play, focusing on the role of the ‘figure of the child’ in Euro-centric coloniality/racism. The study uses an ethnographic exploration of children’s play in the Landless Workers Movement (MST), highlighting the importance of ‘brincar’ in connecting children with their parents, grandparents, and the surrounding world. Decolonial childism advocates for an educational approach that prioritises connections without disrupting the conviviality between adults and children. This perspective views play as a foundation for intergenerational relationships based on links, connections, and care, shaping adults into good ancestors by learning from children and childhood.No português, assim como em línguas nórdicas, o verbo em inglês ‘play’ pode ter ao menos duas traduções distintas. Neste artigo, a distinção teórica entre os verbos ‘jogar’ e ‘brincar’ orienta uma análise criancista decolonial (decolonial childist) do brincar, chamando atenção para o papel da ‘figura da criança’ no colonialismo/racismo eurocêntrico. O estudo utiliza uma exploração etnográfica das brincadeiras infantis no Movimento dos Trabalhadores Rurais Sem Terra (MST), destacando a importância do ‘brincar’ para conectar as crianças a seus pais, avós e o mundo ao seu redor. O criancismo decolonial (decolonial childism) defende uma abordagem educacional que priorize as conexões e que não afaste o convívio entre adultos e crianças. Esta perspectiva vê a brincadeira como base para relações intergeracionais baseadas em vínculos, conexões e cuidados, transformando os adultos em bons ancestrais, que aprendem com as crianças e a infância
Transatlantic mobility and indigenous studies: An analysis of doctoral theses in Portugal
Get PDFEste artigo propõe uma análise da mobilidade transatlântica no contexto acadêmico, com ênfase nas teses de doutoramento produzidas em instituições de ensino superior de Portugal, no âmbito dos estudos indígenas. A pesquisa investiga a contribuição de investigadores/as para o campo dos estudos indígenas, examinando as perspectivas teóricas adotadas e os temas abordados nas teses, ao longo de 10 anos (2013–2023). Utilizando uma revisão sistemática, o estudo analisa teses encontradas nos Repositórios Científicos de Acesso Aberto de Portugal, com o objetivo de investigar o que tem sido produzido nas pesquisas acadêmicas sobre os povos indígenas em Portugal. A partir dessa análise refletimos sobre a mobilidade transatlântica, os saberes transfronteiriços e as perspectivas críticas e emergentes, tentando compreender o grau de comprometimento das temáticas e as abordagens teórico-metodológicas adotadas com a transformação social e a valorização dos povos indígenas. Ao examinar o intercâmbio de ideias e metodologias entre diferentes contextos culturais e acadêmicos, a pesquisa evidenciou a importância da mobilidade transatlântica na promoção de uma ciência mais plural, inclusiva e capaz de dialogar com as necessidades e saberes dos povos indígenas.This article presents an analysis of transatlantic mobility within the academic context, focusing on doctoral theses produced in higher education institutions in Portugal, specifically in the field of Indigenous Studies. The research aims to explore the contributions of researchers to the field, examining the theoretical perspectives adopted and the topics addressed in these theses over 10 years (2013-2023). Through a systematic review, the study analyses theses found in Portugal’s Open Access Scientific Repositories, seeking to investigate the academic output related to Indigenous peoples in the country. This analysis aims to reflect on transatlantic mobility, cross-border knowledge, and critical and emerging perspectives, evaluating whether the themes and theoretical-methodological approaches employed are genuinely committed to social transformation and the recognition of Indigenous peoples. By examining the exchange of ideas and methodologies across different cultural and academic contexts, this research seeks to highlight the importance of transatlantic mobility in fostering a more pluralistic and inclusive science that engages with the needs and knowledge of Indigenous peoples
Spatial interventions in vulnerable territories: the “Bairros Saudáveis” case
No full textThe “Bairros Saudáveis” (Healthy Neighborhoods) programme in Portugal emerged in 2020 during the Covid-19 pandemic. Its aim was to improve health conditions and quality of life in vulnerable territories through small, bottom-up interventions. A key condition for these interventions was the formation of partnerships between associations, NGOs, residents, and public entities.
This article examines the relationships between the quality of spaces in vulnerable territories and participatory and/or bottom-up public policies, using “Bairros Saudáveis” (BS) as a case study. The research involves a selection of projects developed within the BS programme, combining information obtained from interviews with individuals and entities involved in these projects and analysing official project documents.
The objectives of the study are to contextualize and understand the BS programme within the social and public health crises it coincided with; examine how the themes of “space” and “architecture” were addressed by the programme and its proposed projects; verify the programme’s adherence to participatory principles; and identify good practices for future similar actions or new editions of the programme. Additionally, this study aims to contribute to a broader reflection on the state of participatory practices in architecture within the Portuguese context. It seeks to understand whether these practices are helping to mitigate socio-economic-cultural problems and improve the quality of life in marginalized contexts.
Methodologically, the paper explores the official communication channels of the BS programme; key primary and secondary sources related to the theme; interviews with actors involved in the selected case studies, as well as privileged observers; and in situ participatory observation. We acknowledge the challenge of identifying concrete outcomes from an unfinished public policy, as some projects remain incomplete. Therefore, we present this as a work in progress, aimed at promoting relevant and necessary debate both within and outside the academic sphere.
In conclusion, this study highlights numerous deficiencies in many Portuguese housing contexts, whether geographically peripheral or socially excluded in urban centres. The pandemic exacerbated social and territorial inequality in Portugal, leading to problems that directly impact the quality of life for marginalised populations. The cases analysed also underscore the potential of architecture and spatial interventions as strategies for social transformation.
Cover image: Balneários Comunitários. Photo: Os Pioneiros, 2022.Courtesy of Os Pioneiros
Cycles
No full text“One evening I had a near-hallucinatory vision. The question-and-answer session that led up to this vision went something like this: Suppose you shoot a whole movie in a single frame? And the answer: You get a shining screen. Immediately I sprang into action, experimenting toward realizing this vision. Dressed up as a tourist, I walked into a cheap cinema in the East Village with a large-format camera. As soon as the movie started, I fixed the shutter at a wide-open aperture, and two hours later when the movie finished, I clicked the shutter closed. That evening, I developed the film, and the vision exploded behind my eyes. This idea struck me as being very interesting, mysterious, and even religious.”1
The almost century old, now well-known account by Japanese photographer Hiroshi Sugimoto describes the creative process of his series ‘Theaters‘ (1976) as a kind of epiphany about image making whereby time is compressed into a single frame. Sugimoto’s quest for the single, total image had already been pursued by Western philosopher, Walter Benjamin in 1936. In ‘The Work of Art in the Age of Its Technical Reproducibility’, Benjamin announced a future marked by reproduction and the technical transformation of the nature of art with political implications. A couple of years earlier, the French poet Paul Valéry had already anticipated that very profound changes could be expected in relation to the arts, since all visual arts had until then featured a physical component that could no longer be considered or treated as before. Neither matter, nor space, nor time were the same anymore. In The Conquest of Ubiquity (“La conquete de l’ubiquité”) Valéry explains:
“Just as water, gas, and electricity are brought into our houses from far off to satisfy our needs in response to a minimal effort, so we shall be supplied with visual or auditory images, which will appear and disappear at a simple movement of the hand, hardly morethan a sign.”2
Benjamin, Valéry, and others have outlined the framework for the theoretical principles that shape our contemporary visual culture. Today, we no longer expect our works of art to be published globally as one offs in physical or digital form. Instead, we are conditioned to reproduce any and every image at any moment, now, in real time and in any place. (...
Contemporary Photography Discourses
Get PDFThis essay highlights the photographic experimentation of Carolina Lino and Luca Zangrandi, whose projects reflect the diversity of artistic approaches cultivated at the Faculty of Fine Arts. Lino, trained in Painting and holding a Postgraduate Diploma in Contemporary Photography Discourses, presents A escrita que nasce, where drawing and writing merge through natural metamorphic processes. Her work evokes Walter Benjamin’s “optical unconscious,” revealing a poetic vegetal script in which light inscribes thought and perception. Zangrandi, a Multimedia Art student, explores photo-chemical processes in Remains of a Portrait, producing chemigrams that analogise bodily metamorphosis with photographic transformation. Through the interplay of developer, fixer, and light, his images evoke portraits in continuous states of becoming. Both artists foreground photography’s experimental dimension, situated within the Faculty as a speculative laboratory bridging artistic disciplines and expanding the medium’s possibilities beyond digital certainty.
Faculty of Fine Arts of the University of Lisbo
The resonance of abandonment: visiting, photographing, and filming the Vilnius Sports Palace
Get PDFThe Sporto rūmai, the Vilnius Sports Palace, is an indoor arena in Vilnius, Lithuania built in 1971 and a remarkable example of brutalist architecture. The arena was closed in 2008 for safety reasons. Plans to renovate the building have so far failed leaving the site as a modern ruin. In my visual art practice, I engage with modern urban space, looking for and exploring sites that resonate with collective memory and utopian promise. I use, and experiment with, audiovisual documentation of these sites. Cities and architecture are experienced perceptually – how we see and hear and how we move through them. My attraction for the Vilnius Sports Palace stems from what I see as its resonant qualities. It demands our attention, but we are not sure why. This resonance is expressed by the site’s own vulnerability as a tragic ruin or an abandoned opportunity for community participation. It also resonates through the visitor who might be sensitive to the Palace’s architectural and social potential seemingly rendered obsolete. The uncanny familiarity of the structure leaves the visitor uncertain in what they might consider meaningful in their experience of the site. This essay reflects on a photo and video exploration during which I captured and recorded digitally the site of the Palace. These files are inscriptions of the visual, aural and temporal presence of the site at two moments in time (in 2012 and 2023). They capture moments of the changing site in the recent past that will resonate into the future.
Cover image: “Sporto rūmai, the Vilnius Sports Palace
A promoção da capacidade de resolução de problemas através da articulação de contextos de educação formal e não formal de ciências
Get PDFA capacidade matemática de resolução de problemas revela-se essencial para enfrentar desafios quotidianos. Porém, a este respeito, alunos portugueses do 1.º CEB evidenciam fragilidades.A exploração de contextos de educação formais vocacionados para as Ciências Físicas e Naturais tem-se revelado promissora na potenciação de capacidades. Por conseguinte, professores demandam recursos didáticos de exploração destes espaços focados em conteúdos curriculares e de programas, no âmbito de visitas de estudo. Contudo, a oferta nestes espaços escasseia e poucos professores os desenvolvem.Neste trabalho, apresenta-se o desenvolvimento de recursos didáticos orientados para a promoção de capacidades matemáticas de alunos do 1.º CEB, entre elas, a resolução de problemas, através da articulação entre sala de aula e um espaço de educação não formal. Os resultados apontam para que os recursos didáticos potenciaram o desenvolvimento de tais capacidades
O que pensam os professores portugueses dos formadores e da formação efetuada pelos CFAE na área das TIC
Get PDFEste trabalho surge na sequência de um estudo anterior que nos permitiu constatar que os formadores na área das TIC ligados aos Centros de Formação de Associação de Escolas (CFAE), não têm uma preparação específica para o exercício desta função. Apresentamos aqui os resultados duma primeira fase do estudo em curso, em que auscultámos os professores portugueses, recolhendo as suas perspetivas sobre as competências dos formadores e a qualidade da formação efetuada nesta área, através de um questionário online. A partir das 1.578 respostas válidas obtidas, podemos concluir que, de um modo geral, os professores possuem uma perspetiva bastante positiva sobre as competências apresentadas por estes formadores, assim como da formação que tem sido desenvolvida nesta área
Resistência e Utopia: a visão da Pedagogia Crítica
Get PDFA pedagogia crítica, enquanto movimento educacional desenvolvido particularmente a partir dos anos oitenta, tem desenvolvido uma forte análise crítica relativamente ao contexto educativo atual, enfatizando a sua submissão a uma crescente racionalidade instrumental e a sua contribuição para a reprodução das relações de poder existentes na sociedade. Para contrariar o diagnóstico que desenvolve, a pedagogia crítica procura contribuir para o debate educativo através de um conjunto de reflexões que visam contribuir para o resgate do potencial democrático das instituições educativas e potenciar o desenvolvimento de uma educação verdadeiramente crítica e emancipatória. Neste artigo, procuramos contribuir para a passagem da crítica à possibilidade através da exploração de dois dos seus conceitos fundamentais: resistência e utopia
Currículo e avaliação: uma perspetiva integrada
Get PDFA avaliação tem como finalidade a regulação do processo de ensino-aprendizagem, para que todos os alunos tenham sucesso escolar. Esta é uma questão prioritária na agenda das políticas educativas nacionais e internacionais, que apelam à adequação de respostas curriculares à diversidade dos contextos e dos alunos. A escola tem, aqui, a difícil missão de integrar e motivar todos os alunos, garantindo a todos as condições necessárias para o sucesso educativo e, ao mesmo tempo, prestar contas sobre o cumprimento de tal missão. Para tal, a aprendizagem deve ocorrer de forma dinâmica, construtiva e integrada durante todo o processo de ensino aprendizagem e os alunos deverão ter a possibilidade de desenvolver a autonomia, através de práticas de regulação, metacognição e autoavaliação. Apresentamos alguns resultados de um estudo, de natureza qualitativa, realizado num agrupamento de escolas situado na região Norte de Portugal, cujo objetivo principal é compreender como perspetivam os professores a influência das políticas curriculares e de avaliação no sucesso dos alunos. O instrumento de recolha de dados foi a entrevista semiestruturada, tendo sidorealizadas junto de professores que lecionam no 2º e 3º ciclos do ensino básico e desempenham cargos de coordenação em programas relacionados com o sucesso escolar e de direção de turma. Os dados foram analisados com recurso à análise deconteúdo. Os resultados ressaltam a importância da centralidade do aluno no processo de ensino – aprendizagem – avaliação