U.Porto - Revistas Cientificas
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Drawing and photography international contest (DPIC)
Get PDFThe first edition of the DPIc international contest, Architecture, Art and Image – Utopia 500, was held in 2016 and was aimed at 1st, 2nd and 3rd Cycle students and young researchers from any higher education or research institution. Since its first edition, DPIc has shown an enormous capacity to capture the interest of a significant number of students from different countries and fields of study as a result of the collaboration between the Centre for Studies in Architecture and Urbanism of U.Porto’s Faculty of Architecture (CEAU/ FAUP) and the Centre for English, Translation and Anglo-Portuguese Studies of U.Porto’s Faculty of Arts and Humanities (CETAPS/FLUP).
At present, the scopio Magazine AAI publication integrates the International Drawing and Photography Contest (DPIc) – Architecture, Art and Image – UTOPIA, interconnecting the universes of Architecture, Art and Image with the Utopian desire for a better world and for spaces that provide a better quality of life. Important ideas present in the DPIc are opening the Universities to the Civil Society through diverse submitted projects, showcasing the multifaceted richness of activities, experiences and architectures.
The DPIc call focuses on the theme of “Utopia” and invites participants from the realms of Architecture, Art, and Image to submit two distinctive images: one portraying a critical representation of an existing space and another presenting an idealized, utopian vision of the same space. The objective is to provide innovative solutions to the issues identified in the initial depiction.
The highlight of the call is the identity of university spaces, encompassing teaching and work environments and their connection with the surrounding cities. This call was open to academic communities, both domestically in Portugal and internationally, and while individual applications were accepted, the contest strongly encouraged the formation of multidisciplinary teams.
Deadline for the submission of projects: 31 of December, 2025
The Gina Grant Case: Exploring the Intersection of Homicide, Justice, and Cosmic Influence
Get PDFWe discuss the case of Gina Grant, a 14-year-old who killed her abusive, alcoholic mother in 1990. The case raised questions about juvenile justice, redemption, and factors contributing to violent behavior. After serving time in juvenile detention, Gina excelled academically but faced controversy when top universities rescinded her early admissions upon learning of her past. The article explores traditional criminological approaches and introduces a newer hypothesis suggesting a potential link between solar activity and homicide rates. It presents a scenario where had Gina\u27s family lived two decades later, during a period of lower solar activity, the mother\u27s abuse and her murder might not have happened. The case highlights ongoing debates about redemption, second chances for juvenile offenders, and the balance between accountability. It concludes by stressing the importance of exploring new avenues of understanding broader environmental issues, including space weather, while addressing immediate factors contributing to violence in society
Como estão os professores dos primeiros anos de escolaridade, em Portugal, a ser preparados para o ensino da leitura e da escrita?
Get PDFThe teaching of reading and writing requires teachers who are adequately prepared. Higher education institutions provide teacher training and are responsible for pursuing the desired quality. The aim of the current study was two-fold: it examined how prospective teachers are trained to teach reading and writing and analysed the research experience of the higher education staff that provide this training. We examined the teacher preparation curricula offered by Portuguese institutions and the course topics that focused on Portuguese reading and writing acquisition. Interviews were conducted with 25 professors who either oversaw the teacher training programs or assisted in instructing some of these courses. Overall, teacher education and training programs lacked a thorough and comprehensive examination of the language. There was no evidence of study of the relation between oral and written language, as well as of the distinctive features of the Portuguese orthographic code. Some relevant scientific research in education and psycholinguistics was absent. Lastly, there was a dearth of research to support education and training: the number of published papers devoted to the study of Portuguese, reading and writing was low.O ensino da leitura e escrita exige professores adequadamente preparados. Sendo da responsabilidade das instituições do ensino superior a formação dos professores, espera-se que ela tenha a qualidade desejada e seja assegurada por professores com investigação neste domínio. Realizou-se um estudo para conhecer que formação estão a ter os futuros professores para ensinar a ler e a escrever e que perfil de investigação têm os professores do ensino superior que a asseguram. Foram analisados os planos de estudo dos cursos de formação para a docência no 1.º ciclo do ensino básico, as fichas das unidades curriculares de formação na área de docência e de didáticas específicas associadas ao Português, à leitura e à escrita, e as fichas de curriculum vitae dos/as respetivos/as docentes. Entrevistaram-se diretores de curso e professores. Concluiu-se que existiam cursos que não contemplavam um estudo completo da linguagem e da língua, a relação entre a linguagem oral e a escrita, assim como as características do código ortográfico do português. Várias dimensões do ensino apontadas pela investigação científica em Educação e em Psicolinguística como relevantes não eram consideradas. Os formadores dos futuros professores tinham investigação escassa, pouco focada no Português, leitura e escrita, e baixa publicação em revistas indexadas
Figurar o enigma, codificar o pensamento. O exercício diagramático em Charles Darwin: THIAGO COSTA E ARIADNE MARINHO
Get PDFPg. 49 à 6
Two Finger-Widths Unrest – An Archive-Lead Dialogue in Text and Drawing: DUA (PATRIZIA BACH AND REGINA DÜRIG)
Get PDFPg. 91 à 10
Formar professores para os desafios profissionais futuros: O potencial das comunidades de prática e do prático investigador
Get PDFThis reflection starts with the challenges that teacher education faces to explore the formative potential of communities of practice and the practitioner-researcher in teacher education. The starting point is literature review studies identified in the B-on and Scopus databases over the last decade on communities of practice and practitioner researchers in teacher education, supported by evidence from research projects carried out as part of the 2nd Cycle in Physical Education Teaching for Primary and Secondary Education at the Faculty of Sport of the University of Porto. The reflection identifies the advantages of configuring teacher education and professional development as a continuum, in shared spaces, as communities of practice/learning, in which school and faculty teachers cooperate in future teacher education and, at the same time, develop professionally. Communities need to be decentralised and democratic to be sustainable. Research-based teacher education can serve as a driving force to link future teachers to research-informed practices. The permanence of the practitioner-researcher throughout their professional career calls for a school culture that supports and values educational research.Esta reflexão parte dos desafios que se colocam à formação de professores para explorar o potencial formativo das comunidades de prática e do prático-investigador na arquitetura da formação de professores. O mote são estudos de revisão de literatura, identificados nas bases de dados B-on e Scopus na última década, sobre as comunidades de prática e o prático-investigador na formação de professores, coadjuvados com evidências resultantes de projetos de investigação desenvolvidos no âmbito do 2.º Ciclo em Ensino da Educação Física para os Ensinos Básico e Secundário da Faculdade de Desporto da Universidade do Porto. Foram identificadas vantagens em configurar a formação de professores e o desenvolvimento profissional num continuum, em espaços partilhados, como comunidades de prática/aprendizagem, em que os/as professores/as das escolas e da faculdade cooperam na formação de futuros professores e, simultaneamente, se desenvolvem profissionalmente. As comunidades necessitam de ser descentralizadas e democráticas para serem sustentáveis. A formação de professores baseada na investigação pode servir como força motriz para vincular os/as futuros/as professores/as a práticas informadas pela pesquisa. Já a sua permanência, como práticos-investigadores, reclama por uma cultura de escola que apoie e valorize a investigação educacional
Construir comunidades e profissionalismo através de conferências organizadas por estudantes: Oportunidades e reflexões para o ensino de doutoramento
Get PDFDoctoral training operates under the backdrop of a neocolonial relationship in higher education governing universities and their students, as reflected in academic regulations and supervision. When professional and academic standards governing doctoral students dominate academia, this article mediates the affordances institutions can provide and the capabilities students can deliver by organising their learning activities such as doctoral conferences. In the first section, this article frames the contextual and professional imperatives around doctoral students’ organisation of their conference. Secondly, the article outlines a range of interdependent activities that have allowed students to facilitate and develop their networks and capabilities in organising doctoral conferences. Preliminary findings from this case study were drawn to understand how student-organised conferences might catalyse the development of communities and solidarities needed to thrive in their studies. Finally, the authors provide reflections on the impact of the neoliberal and multidisciplinary nature of the research that doctoral students encounter during their PhD and the possibilities of a transformative learning experience.A formação doutoral funciona no contexto de uma relação neocolonial no ensino superior que rege as universidades e os seus estudantes, e tal como se reflecte nos regulamentos e na supervisão académica. Quando os padrões profissionais e académicos que regem os estudantes de doutoramento dominam o meio académico, este artigo medeia as possibilidades que as instituições podem proporcionar e as capacidades que os estudantes podem oferecer através da organização das suas próprias atividades de aprendizagem, tais como conferências de doutoramento . Na primeira secção, este artigo enquadra os imperativos contextuais e profissionais em torno da organização das suas conferências pelos estudantes de doutoramento. Em segundo lugar, o artigo descreve uma série de atividades interdependentes que permitiram aos estudantes facilitar e desenvolver as suas próprias redes e capacidades na organização de conferências de doutoramento. As conclusões preliminares deste estudo de caso foram retiradas para compreender como as conferências organizadas por estudantes podem catalisar o desenvolvimento de comunidades e as solidariedades necessárias para prosperar nos seus estudos. Por fim, os autores trazem reflexões sobre o impacto da natureza neoliberal e multidisciplinar da investigação que os doutorandos encontram ao longo do doutoramento e as possibilidades de uma experiência de aprendizagem transformador
Explorando a perspetiva da criança no livro ilustrado O Menino Nicolau, de Goscinny e Sempé
Get PDFSince the beginning of time, storytelling for children has always had a strong pedagogical element, passing along messages that can shape the child-reader. While there are many in-depth studies of fairy tales and their evolution, as well as studies on children’s literature from an English-speaking background, the research is lacking in certain niches of literature. Breaching this gap and analysing a set of short stories such as Nicholas allows for an understanding of how these narratives might have shaped their target audiences, as well as who is represented and how. A combined approach of critical literacy with educational theory, in a qualitative study, structures this article, working to understand how semiotics and the concept of Othering are explored in these stories and how they might contribute to a better understanding of the self, others, and interpersonal and intercultural relationships for the child-reader who consumes them.Desde o princípio dos tempos que os contos infantis têm um forte elemento pedagógico subjacente à narrativa, com mensagens mais ou menos subliminares que visam moldar os/as leitores/as. Embora haja diversos estudos acerca de contos de fadas e da sua evolução, e outros que se debruçam sobre obras de língua inglesa, certos nichos de literatura infantil são deixados nas margens. Analisar as histórias d’O Menino Nicolau permite entender que mensagens subliminares são passadas ao público-alvo deste nicho, bem como quem é representado e como. Um estudo qualitativo que combina análise literária e teoria educativa estrutura este artigo, permitindo entender como a semiótica e o conceito do “outro” são explorados nestas histórias e podem contribuir para a consciência do “eu”, do “outro” e das relações interpessoais e interculturais para a criança-leitor que as consome