U.Porto - Revistas Cientificas
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A Burning Question: Reimagining Portugal\u27s Journey Towards Cremation
Get PDFPortugal only legalized cremation in 1911, but this funerary practice had long been a topic of discussion. As far back as the mid-19th century, Portuguese intellectuals had been contemplating cremation as a clean, efficient, and dignified alternative to both public cemeteries and church burial—the latter of which had been the dominant practice for centuries. In the struggle between the age-old practice of burial and the emerging practice of cremation, the former emerged victorious. But what if cremation had become the dominant funerary practice as early as the 19th century? By examining the evolution of burial and cremation through a cultural and religious lens, this paper investigates how a shift from burial to cremation could have influenced different elements of Portuguese society, from the specific dynamics of cemetery usage and mourning practices to the broader effects on the environment and the economy
From Monsters to Astroculture. Reflections from the Plenary Session’s chair (Part II)
Get PDFThis article takes a brief theoretical and reflective look at Rogério Ribeiro plenary session at the What If\u2723 Conference. The theme of the speaker\u27s session about the potential of speculative biology and from that we began to explore the implications of it in the artistic field. Thus, this article assumes itself as a theoretical-reflective incursion, built from the artistic works of Patricia Piccinini and Suzanne Anker, through which we intend to develop themes such as the Anthropocene, the grotesque and posthumanis
Trees as Visual Thinking
Get PDFThe work forwards an aesthetic and sensory reflection concerning the presence of trees in our contemporary landscapes, namely in urban contexts, conceiving them as "visual thought." Their materiality, mutability, and imagistic charge shape the individual and collective experience of places, transforming the perception and experience of space. The project starts by observing the differences between spaces inhabited by trees and those whose absence is noted, exploring at the same time the implications of this presence in constructing the urban imaginary. The work falls under the theme "Exploring Contemporary Realities," articulating an artistic journey and a theoretical essay anchored in photographic representation as a research tool. In addition to photography, audiovisual and sound capture are used, exploring the relationship between still images, moving images, and sounds, in a synesthetic approach that prioritises the perception and affective experience of the landscape. The research focuses on the changing effects caused by trees: the visual impermanence generated by light and wind, tonal and chromatic variations, the metamorphosis of shadows, the movement of leaves and trunks, and the sounds of other living beings that inhabit them. These elements will be collected and analysed in a dynamic between sound and silence, noise and natural melody, allowing for the creation of visual and sound compositions, eventually integrated into installations. Inspired by Aby Warburg and his expression "the external cause of the image", where wind is a vehicle of emotion and pathos, the essay proposes an approach in which the body, in interaction with the landscape, actively participates in the redefinition of places. Accordingly, the sensitive mediation between body and space becomes the core of an artistic process, and by doing so, it reveals the uniqueness of trees as agents of transformation and meaning in the contemporary urban environment.
Cover image: “Untitled
Blind man’s bluff with open eyes
Get PDFThe text reflects on the experience of participating in Lukas Sander’s video walk, comparing it to the childhood game “Blind Man’s Bluff.” In the game, being blindfolded transforms familiar surroundings into an unstable and disorienting landscape where the central question shifts from “Where are the others?” to “Where am I?” The author argues that Sander’s work induces a similar disorientation, paradoxically enacted “with open eyes.” Guided solely by a disembodied voice through headphones, the participant navigates urban and semi-hidden spaces, experiencing uncertainty, vulnerability, and a regression to a childlike state of dependence and unsteady movement. The loss of auditory self-awareness intensifies the destabilisation, prompting even attempts to record one’s own footsteps as a form of reassurance or self-preservation. Throughout the walk, reality becomes ambiguous: sounds blur between environment and recording; spaces feel at once familiar and estranged. By the time the participant returns to the starting point, the landscape is unchanged, yet the experience has altered the self. The text thus explores how Sander’s work transforms perception, orientation and identity through deliberate sensory displacement
A Renewed Journey of José Rizal
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This text tried to reflect upon the single presentation of Round Table #3 at the ‘What If’23 International Conference of ‘What If?...’. The theme was “A Visionary Unveiled: The Unforeseen Journey of José Rizal” by Maria Minerva P. Calimag, revolving around the well-known medic, writer, and polymath from late colonial Spanish rule in the Philippines. By hypothesising a Rizal awakened in another dimension or parallel universe, Calimag imagines him linked to medical achievements such as establishing institutions (hospitals, medicine schools) and policies (universal health care, preventive and promotive health)
Para além de bindis, bhajis, bangles e bhangra: Promover o multiculturalismo nas escolas primárias em locais britânicos predominantemente brancos
Get PDFTwenty-first-century education as a powerful means of knowledge will possibly be shaped by the emphasis it places on having classrooms that are race-conscious and multicultural. The present article is based on a doctoral study that explores an under-researched area: experiences and understanding of multiculturalism in mainstream primary schools situated in the predominantly White places of Southwest England. The study was underpinned by a sociocultural theoretical framework; data were collected through semi-structured interviews with the adult participants, students’ classroom activities, and documentary analysis of school displays. The article focuses on the data generated from the students’ classroom activities. Findings show differences in knowledge level and access to multicultural education among participants that significantly influenced their perceptions of multiculturalism. The study findings illuminated two key ideas. The first key idea is the powerful role of multicultural education in teaching and learning for not only raising cultural awareness among students across communities but also becoming a mouthpiece of empowerment for students from ethnic minority communities by promoting an equitable school atmosphere of recognition and acceptance for them. Secondly, findings illuminate racialised power positioning that created (un)democratic conditions perpetuating broader societal structural (im)balances within the particular local sociocultural context.A educação do século XXI, enquanto poderoso meio de conhecimento, será possivelmente moldada pela ênfase que coloca na existência de salas de aula com consciência racial e multiculturais. O presente artigo baseia-se num estudo de doutoramento que explora uma área pouco investigada: experiências e compreensão do multiculturalismo em escolas primárias regulares situadas em locais predominantemente brancos do sudoeste de Inglaterra. O estudo foi sustentado por um quadro teórico sociocultural; os dados foram recolhidos através de entrevistas semi-estruturadas com os/as participantes adultos, atividades dos/as alunos/as na sala de aula e análise documental de exposições escolares. O artigo centra-se nos dados gerados pelas atividades dos/as alunos/as na sala de aula. Os resultados mostram diferenças no nível de conhecimentos e no acesso à educação multicultural entre os/as participantes que influenciaram significativamente as suas perceções do multiculturalismo. Os resultados do estudo revelaram duas ideias-chave. A primeira é o papel poderoso da educação multicultural no ensino e na aprendizagem, não só para aumentar a consciencialização cultural dos/as alunos/as em todas as comunidades, mas também para se tornar porta-voz da capacitação dos/as alunos/as das comunidades de minorias étnicas, promovendo um ambiente escolar equitativo de reconhecimento e aceitação para eles/as. Em segundo lugar, as conclusões iluminam o posicionamento racializado do poder que criou condições (não)democráticas que perpetuam (des)equilíbrios estruturais societais mais amplos no contexto sociocultural local específico
The currents and counter-currents of Education Sciences at the University of Porto
Get PDFEste texto constitui a versão escrita – reformulada e desenvolvida – de uma conferência realizada na Faculdade de Psicologia e Ciências da Educação da Universidade do Porto (doravante FPCE_UP), em 9 de maio de 2024, integrada no painel “A Psicologia e as Ciências da Educação na Universidade do Porto: contexto, afirmação e formação”, no âmbito das comemorações dos cinquenta (50) anos do 25 de Abril.
Sem ter a pretensão de fazer uma genealogia das Ciências da Educação neste contexto político e institucional, retomei alguns dos requisitos analíticos desta abordagem, para articular as indeterminações com as interdeterminações, tendo em conta os contextos políticos, epistemológicos e pedagógicos desta nova área científica. This text is the written version - reformulated and developed - of a conference held at the Faculty of Psychology and Educational Sciences of the University of Porto (henceforth FPCE_UP) on 9 May 2024 as part of the panel ‘Psychology and Educational Sciences at the University of Porto: context, affirmation and training’, as part of the celebrations of the 50th anniversary of the 25 April Revolution. Without intending to make a genealogy of the Education Sciences in this political and institutional context, I have taken up some of the analytical requirements of this approach to articulate the indeterminacies with the interdeterminacies, taking into account the political, epistemological and pedagogical contexts of this new scientific area.