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Open call: (dis)placement
No full textWith this Open Call we launch the annual major theme of interest for scopio Magazine AAI : (dis)placement
In a world shaped by forced mobility, housing shortages, gentrification and territorial instability, (dis)placement cannot be understood solely as a physical condition. It is also a critical position from which to question how space is lived, represented and narrated. It brings into focus the social, political and economic forces that generate both attachment and exclusion, visibility and invisibility, continuity and rupture across contemporary landscapes.
Following the editorial trajectory of previous volumes, Volume 3 of scopio Magazine AAI invites contributions that engage photography, film and other visual practices as forms of artistic research, documentation and critical inquiry. We welcome works that approach (dis)placement across different scales and perspectives - from domestic interiors to territorial transformations, from individual experiences to collective processes - addressing themes such as migration, housing, borders, memory, eviction, resilience and spatial justice.
Submissions may take the form of:
Visual essays grounded in conceptually and artistically rigorous photographic or filmic practices;
Theoretical or critical texts reflecting on (dis)placement within architecture, urban studies, art, design and related fields;
Hybrid works that combine visual and textual research, navigating the space between documentation and fiction, analogue and digital practices, representation and interpretation.
Rather than focusing on documentation alone, scopio Magazine AAI seeks contributions that expand our understanding of the spatial, social and symbolic dimensions of (dis)placement, offering thoughtful, critical and imaginative readings of how contemporary spaces are inhabited, contested and transformed.
This Open Call is open to researchers, artists, architects, designers and students whose work engages critically with the complexities of inhabiting and representing space toda
Ensino baseado em argumentos: Uma prática pedagógica necessária no século XXI
Get PDF21st-century teachers are required to embrace new, student-centred pedagogical practices that lead to direct student benefits as critical and democratic citizens. One of these pedagogies is argument-based teaching. This theoretical paper provides an overview of argument-based teaching and its main applications and benefits. A relation with 21st-century teaching is established through the concept of critical literacy, a metaliteracy competence promoted by argument-based teaching and learning. After an overview of national and international initiatives, recommendations for teacher education are provided, considering the complexity of argument pedagogical content knowledge.Os professores do século XXI são obrigados a adotar novas práticas pedagógicas centradas no/a aluno/a que conduzam a benefícios diretos para os/as alunos/as como cidadãs/os críticos/as e democráticos/as. Uma dessas pedagogias é o ensino baseado em argumentação. Este artigo teórico fornece uma visão geral do que é o ensino baseado em argumentação, bem como as suas principais aplicações e benefícios. É estabelecida uma relação com o ensino do século XXI através do conceito de literacia crítica, uma competência de metaliteracia promovida pelo ensino e aprendizagem baseados na argumentação. Após uma panorâmica das iniciativas nacionais e internacionais, são apresentadas recomendações para a formação de professores, tendo em conta a complexidade do conhecimento do conteúdo pedagógico da argumentação
Usos e sentidos da educação não formal nos debates parlamentares portugueses entre 1976 e 2023
Get PDFNon-formal education has received increasing political attention. This article aims to problematise the heterogeneous meanings attributed to non-formal education in parliamentary debates in Portugal between 1976 and 2023. Our approach is based on a thematic documentary analysis of Portuguese parliamentary debates from the 3rd Republic onwards, in which reference was made to the notion of “non-formal education”. The aim is to discuss the extent to which political debates that invoke non-formal education come closer to or distance themselves from European perspectives on lifelong learning. The results indicate that the uses of non-formal education enshrined in the Diário da Assembleia (Official Gazette of the Portuguese Parliament) are discursively aligned with European political trends and orientations. Non-formal education has become a tool for promoting employability, whose specificities allegedly favour acquiring skills valued in the labour market.A educação não formal tem sido alvo de uma atenção política crescente. Este artigo pretende problematizar os sentidos heterogéneos atribuídos à educação não formal nos debates parlamentares em Portugal entre 1976 e 2023. A nossa abordagem tem por base a realização de uma análise documental temática dos debates parlamentares portugueses a partir da 3.ª República, nos quais se fizeram referência à noção de “educação não formal”. Pretende-se discutir em que medida os debates políticos que invocam a educação não formal se aproximam ou distanciam das perspetivas europeias sobre a aprendizagem ao longo da vida. Os resultados indicam que, discursivamente, os usos sobre o modo da educação não formal consagrados no Diário da Assembleia estão alinhados com as tendências e orientações políticas europeias. A educação não formal tem vindo a ser pensada como uma ferramenta promotora de empregabilidade, cujas especificidades alegadamente favorecem a aquisição de competências valorizadas no mercado de trabalho
Public housing from within: childhood memories as a landscape of care
No full textThis visual and auto-ethnographic essay – through research in private archives and childhood memories – aims to reconstruct the history of a public housing building on the Place du Marché in a small town in the Paris suburbs, Viry-Châtillon, and to show the transformation of the ideal of public and social housing in the suburbs of the capital. Through amateur and family photographs, we will examine the organisation, construction and transformation of this site at three key moments: the 1950s, the 2000s and the present day. This method of photographic analysis, which is also intended to be artistic, brings together the personal archives taken by my grandmother, the photographs taken by the author in 2004, and the photos taken by my grandmother again, in 2024, whom I asked, using a disposable camera, to take a portrait of the public housing building in which my flat was located and the urban context in which it is inserted. The result is a mixture of photographs taken in different temporalities and geographies that create a multifaceted portrait of public housing as a landscape of care based on childhood memories.
Cover image: me and my parents on the balcony of our apartment (1997) author: my grandmother
Issue description: Exploring Contemporary Realities
Get PDFWith this Open Call "Exploring Contemporary Realities", we launched the annual major theme of interest for scopio Magazine AAI – Exploring Contemporary Realities, Volume 2, and initiated a new collaboration with the project Contrast: Multidisciplinary network of artistic initiatives in Art, Architecture, Design and Photography through SCOPIO & CONTRAST International Conference.
The call had as responsible Editors academics / artists coming from both scopio Magazine AAI and the Contrast project and this rich editorial team ensured the necessary peer review work through the U. Porto OJS platform.
scopio Magazine AAI is, in this way, the official publishing academic periodical for International Conference SCOPIO & CONTRAST and the submissions are both for the Conference and its 2nd volume in partnership with Contrast addressing the theme Exploring Contemporary Realities.
Scopio Magazine AAI is transitioning to continuous publication to better align with the dynamics of Open Access electronic publishing, moving away from the constraints of its previous model geared towards traditional print formats. This shift aims to expedite the dissemination of research to the community, offering immediate benefits to both readers and authors by ensuring quicker access to new findings. The adoption of a continuous publication strategy enhances the open review process by reducing the time from submission to publication and by boosting the visibility of individual contributions, thus fostering greater engagement and dissemination within the scholarly community.
This means that submissions that are accepted after peer review are released online for open review and once the issue is complete, the submissions receive traditional consecutive page numbering as part of the annual issue/volume that is then complete and released.
"Exploring Contemporary Realities" aimed to explore the use of photography and other means of visual representation as forms of artistic research, documentation, and analysis of different configurations on the transformation of the physical environment and how it is understood and shaped by a diverse field of study, practices and cultures. This means, besides other things, to better understand through photography and film the relationship between culture and space and explore how culture, beliefs, behaviours, and practices, interacts with and shape the physical environment of different territories and their architectures, cities and landscapes, as well as to acknowledge contemporary discourses and usages of landscape concepts[1].
Social transformations are linked to changes in the inhabited place, and recent history has revealed the speed with which space changes. These transformations have been so radical that regular documentation about the impermanence of the place has become urgent. In fact, places are uncertain spaces and to represent them visually is to preserve their understanding, recent life experiences such as the gentrification of large cities or the health crisis have imposed profound changes on contemporary life models and, consequently, allowed the creation of previously unthinkable photographs. This is where the “Exploring contemporary realities” is located, artistic projects and documentary projects that operate from the expanded field of architecture, art and design from its actual materialization to the experiences of the place; exploring different levels of privacy, scales and urban landscapes. Focusing also on the exploration of the discursive space that operates in broader systems: sociocultural, political, historical and even technical.
If we accept the image as a kind of visual language2 , disseminated and received in different geographic points, this call extends this dialogue, opening up to the integration of different looks of cultural identities from other regions, places and countries; the specificity of the place as a way to increase our understanding of society and the territory. The objective is to encourage the use of images for the construction of artistic projects that promote critical views on the transformation of the physical environment as a result of the way they are perceived and experienced in their multiple facets. In summary, the aim is to take advantage of the current role of the image as a way of expanding knowledge with a particular focus on photography, recognized as a privileged means of expression and research for the understanding of architecture and urban landscapes and for the construction of the imaginary; between document and fiction; reproduction and manipulation; analogue and digital visual representation as a means of crossing different disciplines, blurring artistic boundaries.
[1] See the discussion of key conceptions of landscape circulating as part of the recent discourse i.e. landscape as a fundamental building block, a communicative medium, and a realm of imaginative constructs." Vera Vicenzotti. "The Landscape of Landscape Urbanism." Landscape Journal 36, no. 1 (2018): 75-86. https://doi.org/10.3368/lj.36.1.75. https://lj.uwpress.org/content/wplj/36/1/75.full.pdf.
[2] Nathan Jurgenson - The Social Photo: On Photography and Social Media, Verso, 2019, p. 13-1
Formação de professores: Uma terceira revolução?
Get PDFThis article suggests the possibility of a third revolution in the field of teacher education. In the first part, after mentioning the time of Normal schools (mid-nineteenth century) and universitarization (mid-twentieth century), it argues that teacher education should be thought of as professional education at university level. In the second part, dichotomies are avoided and a synthesis is proposed around valuing professional teaching knowledge (a third kind of knowledge), recognizing school teachers as the educators of new teachers (a third actor) and building a common home for teacher education and the profession (a third place). With these elements, laying the foundations for a third revolution in teacher education may be possible.Neste artigo sugere-se a possibilidade de uma terceira revolução no campo da formação de professores. Na primeira parte, depois de mencionar o tempo das escolas normais (meados do século XIX) e da universitarização (meados do século XX), defende-se que a formação de professores deve ser pensada como uma formação profissional de nível superior. Na segunda parte, evitam-se dicotomias e propõe-se uma síntese em torno da valorização do conhecimento profissional docente (um terceiro género de conhecimento), do reconhecimento dos professores da educação básica como formadores dos novos professores (um terceiro actor) e da construção de uma casa comum da formação e da profissão (um terceiro lugar). Com estes elementos é talvez possível construir as bases de uma terceira revolução na formação de professores
