U.Porto - Revistas Cientificas
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Visual Essays on Urbanity: A Photographic Journey through Architectural Transformations
Get PDF\u27The Visual Spaces of Change\u27 (VSC) section emphasises the role of photography and various visual representation methods as pivotal in researching, documenting, and analysing the transformational aspects of architecture, urbanity, and territorial landscapes. This section acknowledges the intricate link between societal transformations and alterations in the spaces we inhabit, with recent historical events underscoring the swiftness of these spatial changes. The radical nature of these transformations has necessitated a consistent and urgent documentation of the impermanent nature of places. Places, inherently uncertain, are captured visually to preserve and understand their essence. Contemporary societal shifts, such as urban gentrification or health-related crises, have brought about significant changes in life patterns, leading to the creation of photographs that were once unimaginable. The VSC resides here, in documentary artistic projects that explore the expanded field of architecture, from its tangible manifestation to the experiences it fosters. It investigates various scales, new spatial configurations, architectural vernaculars, and urban vistas, while also probing into the discursive spaces that intersect with larger frameworks, including socio-cultural, political, historical, and technical realms.
By treating images as a form of visual language that is disseminated and interpreted across different global points[1], this section extends its dialogue. It opens up to incorporate diverse cultural viewpoints from various regions, places, and countries, using the specificities of each location to enhance our understanding of society and the territorial landscape. The strategy\u27s objective is to promote the use of images in constructing artistic projects that offer critical reflections on the transformation of architecture and urban landscapes, influenced by the diverse ways they are perceived and experienced. Ultimately, the section seeks to utilise the contemporary significance of imagery, particularly photography, as a means to broaden knowledge. Photography is esteemed as a prime medium for interpreting architecture and for crafting imaginative narratives, navigating between reality and fiction, replication and alteration, and the amalgamation of analogue and digital visual forms, thus traversing various disciplines and blurring artistic demarcations.
The section commences with James Smith\u27s visual essay "Temporal Dislocation", which explores the contrasting interplay between destruction and regeneration in our interactions with landscapes. Smith\u27s photographic series highlights the recurring patterns of the natural world following human interference, driven by a profound phenomenological perspective. The series bridges the intentional composition by the photographer and the incidental engagement of the viewer with these reconfigured landscapes, positioning the photograph as a subtle form of communication that invites reevaluation of the common and omnipresent.
"Urban Wilderness: A Journey through Lisbon Terrain Vague" by Lorenzo Iannizzotto focuses on the piecemeal and indeterminate nature of the so-called "Terrain Vague" or "Urban Voids" in Lisbon. Iannizzotto employs photography as a means to explore and articulate these spaces, presenting them in a fragmented and sporadic fashion that honours their intrinsic features. His work uncovers the latent charm of these spaces, highlighting their considerable potential for urban development.
Cover images: Temporal Dislocation - Watchtower (2011) and 38°44’16”N 9°06’38”W (2023
From in illo tempore to 1984 and beyond.: Insights from the Oral Presentation Round Table #1 chair
Get PDFThis text tried to reflect upon the three presentations of Round Table #1 at the ‘What If’22 International Conference of ‘What If?...’ The theme was “World History”. The presentations range from the ethnography and mythology of the Nagas, around Buddhism and Brahmanism, to the book Nineteen-Eighty-Four (1948), by George Orwell. It also discussed Brazilian artists who opposed the Military Dictatorship (1964-1985). Bound by the premise of counterfactuality, i.e., the “what if”, the presentations gave rise to a long debate about current times and how art and literature continue to be decisive. In a word, to what extent do art and literature give us warnings or even predict the future? Or, on the other hand, how they influence events, and feed our imagination
O orçamento participativo das escolas: um espaço de construção da democracia?
Get PDFThis article frames and discusses, in first section, the School Participatory Budget, a public programme carried out in Portugal since 2017, in the scope of international studies on the development of this methodology, as well as of educational research on the relationship between Public School and Democracy. Secondly, some results of the 5th edition of this initiative (2021) are pointed out, underlying that, even in a pandemic period, the programme involved hundreds of schools, in which students prepared proposals for its improvement and participated in polls. A greater impact was observed in the North and Center regions, as well as in lower secondary education. The students\u27 proposals are analysed, revealing a predominance of those aimed at well-being and sociability, but with a relevant expression of those aimed at reinforcing physical and sport activities, digital resources, environmental sustainability and pedagogical innovation. The main argument is that such programme, as long as it is properly framed in the school\u27s educational project and pedagogical practices, has the potential to promote democratic life, but a disjointed and/or distorted implementation can lead to a democratic deception and an increase in inequalities. Finally, some issues for future research and intervention are sketched.O presente artigo enquadra e discute, num primeiro momento, o Orçamento Participativo das Escolas, um programa público levado a cabo em Portugal desde 2017, à luz dos estudos que têm vindo a acompanhar a aplicação desta metodologia, a nível internacional, assim como de investigação educacional de fundo sobre a relação entre Escola Pública e Democracia. Num segundo momento, o artigo apresenta alguns dos resultados da 5.ª edição desta iniciativa (2021), constatando-se que, mesmo num período de pandemia, o programa envolveu centenas de escolas, nas quais os estudantes elaboraram propostas de melhoria e participaram nas votações. Observa-se um maior impacto nas regiões Norte e Centro, bem como no 3.º ciclo do ensino básico. Analisam-se as propostas dos estudantes, constatando-se um predomínio das orientadas para o bem-estar e as sociabilidades, mas com uma expressão relevante das que visam um reforço das atividades físicas e desportivas, o apetrechamento digital, a sustentabilidade ambiental ou a inovação educativa. Argumenta-se que este programa, desde que enquadrado no projeto educativo e práticas pedagógicas, tem potencial para promover a vida democrática, mas a sua concretização desarticulada e distorcida pode conduzir a um engodo democrático e a um aumento das desigualdades. Conclui-se com pistas para a investigação e intervenção
Filosofia africana ubuntu na interface do direito universal à educação, ensino público e escola inclusiva
Get PDFThe consecration of the Universal Declaration of Human Rights claims not only the right to Education, but also to an accessible schooling with dignified implementation for all. However, this right has not yet been guaranteed for all. It is not enough to legislate so that the public-school guarantees access and participation for all, when in reality the practices and conditions for success do not exist effectively for the whole school universe. The Inclusive School calls for an organisational, cultural and pedagogical restructuring. Can we say that access to an inclusive culture and practice is imminent? Some argue that the African philosophy of ubuntu, marked by the worldview of community achievement, can serve as a guide. Since the school is not a static structure, we ask: how could African ubuntu philosophy serve as a reference for the cultural transformation of the school, in order to deepen inclusion?A consagração da Declaração Universal dos Direitos Humanos reivindica, não só o direito à Educação, como também a uma escolarização acessível e de concretização digna para todos. Contudo, tal direito não foi ainda assegurado a todos. Aliás, não basta legislar para que a escola pública garanta o acesso e a participação de todos, quando na realidade as práticas e condições de sucesso não existem efetivamente para todo o universo escolar. Em Portugal, tais premissas são aprofundadas nos Decretos-Lei nº 54 e nº 55 (2018), que assentam no princípio de clarificar a não coincidência entre Inclusão e Educação Especial, sendo esta última apenas uma parte da primeira e não a sua totalidade. Assim, a Escola Inclusiva clama por uma reestruturação organizacional, cultural e pedagógica. Poderemos afirmar que o acesso a uma cultura e prática inclusiva se encontra iminente? Há quem defenda que a filosofia africana ubuntu, marcada pela cosmovisão do homem em busca da realização da comunidade, pode servir-nos de guia para esse propósito. Não sendo a escola uma estrutura estática, mas estando assolada pelas correntes do neoliberalismo, questionamo-nos: como poderia a filosofia africana ubuntu servir de horizonte de referência para a transformação cultural da Escola, para que aprofunde a Inclusão
Unsettling in Norrland
No full textThis research uses film, photography and projection to analyse the changing space of Northern Sweden (Norrland). This peripheral region is one of the most rapidly reconfiguring spaces in Europe, with on-going programmes of corporate and state investment to exploit space and natural resources for settlement and extraction.
The images are part of an archive of the moving of buildings, a common practice in the region. Buildings are moved in relation to changing environmental conditions and now urban land values and global property speculation. It is understood to be a distinct process of what David Harvey has described as “remaking capitalism’s geography”1
Images analyse the material conditions, ideology and power in this frontier economy. The project considers an architecture of de-growth2, challenging ideas of the expanding urbanisation of Norrland. As land values and modes of occupation change, buildings are displaced from the urban centre to increase occupation density through speculative investment. This process displaces social space and previous land formations. The city of Kiruna has been entirely displaced by expanding mine workings. The practice of relocation also has the capacity to shift large-scale historic architectures, as a distinct form of caretaking.
In this moment of new waves of investment in mining and forestry, of urbanisation of parts of the region, predicated on an underlying and largely uncontested agenda of ‘development’, the archive offers other conceptions of space and architectural production.
The images consider the wrenching of a house from its location and moving it to another location, documenting this process of detachment. It records the re-arrangements of space between land and building. Displacement is illuminated through projections to unsettle, by superimposing architectures onto previous conditions. Keywords: Unsettling, de-growth, relocation, house-moving, displacement.
Cover image: Robin Serjeant, “Midwinter projection inside the house.”, Degernäs, December 2021, Film still
Walking on paper: An artistic flaneur in the landscape and urban space
Get PDFO desenho acaba por ser uma competência interessante com impacto indiscutível no trabalho e na investigação. Permitindo-nos perceber o mundo com mais precisão e de uma nova perspetiva, auxilia-nos no registo e memorização de fatos, assumindo-se para além do simples instrumento artístico como mediador que potencia o conhecimento.
Desde 1990 que Stefaan Van Biesen faz caminhadas documentadas com desenhos. Uma prática que leva a instalações, maquetes, textos, vídeos e fotografias. O artista considera o ato de caminhar uma espécie de processo de pensamento subjetivo no tecido urbano e na paisagem.
Numa primeira abordagem, o desenho parece ser mais considerado uma forma de arte do que uma ferramenta de aprendizagem, mas para cientistas e artistas, o desenho é um instrumento com um impacto indiscutível para o trabalho e a investigação.
Para o artista há também evidências de que o talento para desenhar se baseia na precisão com que alguém percepciona o mundo e como isso ajuda a vê-lo melhor. Portanto, cultivar o talento para o desenho pode tornar-se um instrumento essencial para melhorar as habilidades de observação em campos do conhecimento onde o visual é importante. Stefaan van Biesen investiga o espaço humano, principalmente urbano, com seus muitos passeios amplamente documentados como uma experiência sensorial e filosófica, tratados com carácter científico e estético. Os desenhos são feitos durante as caminhadas ou posteriormente no atelier, como uma reflexão sobre o local que visitou durante essas caminhadas. Os desenhos variam desde esboços a versões mais elaboradas em que tenta relembrar o lugar, a localização, a vegetação e o trajeto.
Stefaan van Biesen parte dos sentidos e do corpo como instrumentos de conhecimento, experiência e criatividade. Seu pensamento está de acordo com o nomadismo dos artistas renascentistas que viajaram por toda a Europa. Dürer é um exemplo notável disso. Essas viagens eram projetos de arte, nos quais correntes de pensamentos, desenhos e outros artefactos surgiam do encontro com outras pessoas e culturas. Essas viagens eram, por assim dizer, laboratórios de pensamento. Van Biesen mostra este laboratório. Anotações, artefactos e desenhos ilustram a sua caminhada.
Muito do seu trabalho criativo é ativado em intercâmbios e colaborações com outros artistas, cientistas e especialistas de várias disciplinas. A sua obra está em diálogo direto com o meio e o caminhar e resulta da observação urbana e social
Alternate history for risk assessment in project management
Get PDFInterest in alternate history has become more prevalent, which has led to the study of its potential uses in different settings, business and management being one of them. This article presents an overview of the points of convergence between alternate history and risk identification and assessment in the context of project management. A proposal for the integration of counterfactual thinking into the early stages of risk management is introduced in the form of an adaptation of the use of traditional risk matrices. Future perspectives and limitations are also included, as the proposal is meant to complement and not substitute other risk management practices, tools, and techniques
A Flashmob of Hitlers
Get PDFIf Hitler is one of the most infamous and important political characters of the modern Western World, how are alternate history worksreflecting his legacy and personality? In this short paper I try to reflect on some of the most emblematic literary and ludic works created around his life and personality
“A gente é ousada!”: Trajetórias atípicas de mulheres na educação superior brasileira
Get PDFThe entry of students from humble origins in Brazilian public universities has changed the scenery of higher education in the country and has made it necessary to investigate the evolution of these policies and how and under what conditions these students carry out their academic paths. In this work, we look into the paths of good academic performance of female students who entered higher education through affirmative action. From an interdisciplinary perspective, axes of domination are discussed – gender, race, and social origins. Therefore, the concept of intersectionality is also discussed, useful to think about universities, places where discrimination of different orders perpetuates. This investigation had a qualitative outline, guided by case studies that performed several interviews with students of different areas of knowledge. The analysis of the results indicates that female college students are challenged by the traditional academic context of being women, black and poor. It highlights the timeliness and relevance of the debate on issues involving the development and implementation of policies capable of responding to the demands that arise in the contemporary reality of higher education.A entrada de estudantes de origem popular nas universidades públicas brasileiras mudou o panorama da educação superior no país e tornou necessário investigar não apenas a evolução das políticas desse nível de ensino mas, também, como e em que condições estes/as estudantes realizam seus percursos acadêmicos. Neste texto, analisamos trajetórias de bom desempenho escolar de estudantes do sexo feminino que ingressaram na educação superior através de ações afirmativas. Numa perspectiva interdisciplinar, são debatidos eixos de dominação – gênero, raça e origem social –, sendo, por isso, também discutido o conceito de interseccionalidade, que é útil para pensarmos as universidades, locais onde se perpetuam discriminações de ordens distintas. Esta investigação teve delineamento qualitativo, pautado em estudo de casos a partir de entrevistas com estudantes de diferentes áreas de conhecimento. A análise dos resultados indica que as universitárias são desafiadas pelo contexto acadêmico tradicional por serem mulheres, negras e pobres, e ressalta a atualidade e pertinência do debate de questões que envolvem a elaboração e a implementação de políticas capazes de responder às demandas que se apresentam na realidade contemporânea do ensino superior