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Contribuições dos movimentos sociais para revigorar a universidade pública: A potencialização da subjetividade política
Get PDFIn this work, we analyze testimonies of students from a Brazilian public university to understand how the participation in social movements potentiates political subjectivities in relationto scholarly training. We highlight the connections students produce between academic knowledge and ways of knowing from social movements as they develop their political subjectivities to effect their social action. We employed a qualitative approach, conducting semi-structured interviews with students engaged in different social movements (women, Black, LGBT and Indigenous people) and analyzing the resulting material through the method of interpretation of meanings. We identified cores of meaning which converge to three central categories: diversity; dialogue; common project. The articulation of these elements led us to understand that reinvigorating the public university from the social movements involves strengthening its character of a dialogue-potentiating space-time which, amid diversity, builds consensual ways of negotiating collective agendas that guide a consequentsocial action in the struggle against inequality. To broaden the repertoires of interpretation of and intervention on social realities, we consider the thematization of social knowledge of humanization as a resource to educate democratic political subjectivities. Neste trabalho, analisamos depoimentos de estudantes de uma universidade pública brasileira para compreender como a participação em movimentos sociais potencializa subjetividades políticas na relação com a formação acadêmica. Exploramos as conexões que estudantes produzem entre saberes acadêmicos e saberes dos movimentos sociais ao desenvolverem suas subjetividades políticas para efetivar sua ação social. Utilizamos uma abordagem qualitativa, realizando entrevistas semiestruturadas com estudantes engajados/as em diferentes movimentos sociais (de mulheres, de negras//os, de LGBTs e de indígenas) e analisando o material resultante através do método de interpretação de sentidos. Identificamos núcleos de sentido que convergem para três categorias centrais: diversidade; diálogo; projeto comum. A articulação desses elementos levou-nos a compreender que revigorar a universidade pública a partir dos movimentos sociais envolve fortalecer seu caráter de espaço‑-tempo potencializador do diálogo que, em meio à diversidade, constrói formas consensuadas de negociar pautas coletivas que guiem uma ação social consequente no combate à desigualdade. Para ampliar os repertórios de interpretação das realidades sociais e da intervenção nelas, consideramos a tematização de conhecimentos sociais de humanização como recurso para formar subjetividades políticas democráticas.
Recebido: 8/5/2021
Aceite: 11/10/202
About “Landscapes of Care” and how contemporary photography can help to heal a broken planet
No full text“Architecture in its broadest sense provides shelter indispensable to the continuationof human life and survival. This is evidently a form of care. Yet historically, architecturehas not been considered a form of caring labor. Despite this fundamental functionof architecture to provide protection for humans from sun, wind, snow or rain, andto give the support necessary for maintaining the vital functions of everyday living,the idea of the architect is linked to autonomy and independent genius rather thanconnectedness, dependency, social reproduction and care giving.”Elke Krasny1
“(...) architects have no time to lose to work on alternative models that offer paths toreach social equity within the continued intense metropolitanization of settlementstructures. Given the changing nature of societies, more differentiated forms of cohabitation;greater demand for closer spatial relations of work-living-recreation;the renewal of urban farming; decentralized forms of harvesting renewable energy;leaner and smaller production facilities; all these transformations should leadto a change in the conventional zoning of uses; to a search for building and urbantypologies that may be grafted on as much as possible to existing fabric and that willyet liberate future generations from the burden of the suburban era.”Wilfried Wang2
With this 7th Volume of Sophia Journal we initiate our third thematic cycle “Landscapes of Care”, addressing contemporary photography and visual practices that focus on how architecture understood in a wide sense can help to heal a broken planet3. The concept of landscapes of care has increasingly been adopted by diverse areas of study, from health geography to the arts and architecture4. It allows us to understand architecture, city and territory as living and inclusive organisms5, constituted by multifaceted landscapes with complex social and organisational spatialities6, as well as exploring the concepts of space and place for care within a transdisciplinary research environment7.
Significant changes are taking place in diverse physical spaces all around the world and the world is growing in complexity as Daniel Innerarity8 points out. For this complex world of post-politics ideals, we need ambitious visions for the future and at the same time to trigger operational paths that are able to reform society, in a creative and collaborative manner, towards a better world.
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Six Stones and a Plinth : Spanish Hórreos as Cultural Landscape
No full textThis visual essay looks into a typology of granaries that is common in Northern Spain: the Hórreo. It describes their genealogy, structural components, and current use in the Spanish province of Asturias. The essay seeks to give attention not only to their agricultural use but also to their striking visual appearance and its integration within the Asturian Landscape. It argues, following the words of archaeologist Richard Bradley, that the Hórreos have a monumental presence; as an offspring of prehistoric temples—where food surplus was divided by the priests—they are a relic of a time when agricultural production was ritualised, and are thus a reminder of the blurred distinction between the sacred and profane.
Cover image: Northern Spain: the Hórreo - photo by Gili Meri
“Todos nós temos um bocadinho de ativismo”: Experiências de participação de jovens na Greve Climática Estudantil
No full textThe present article aims to debate perspectives that disregard and disqualify young people, especially those under the age of 18, as active citizens who can engage in common causes, createproposals, and participate in decision-making processes. In the context of developing participatory research based on artistic methods and action-oriented, young people between 14 and 17 years old from the research group participated in the School Strike for Climate, in the city of Porto in 2019. This experience revealed the desire for freedom and the need of these young people to express themselves, to be seen, heard, and considered in the management of issues that affect them directly or indirectly; therefore, to exercise their citizenship. Simultaneously, it has highlighted the need to understand the limitations on the structures of access and opportunity for participation as an exercise of citizenship, and the recognition of plural forms and contexts of youth expression and participation.O presente artigo tem como objetivo trazer ao palco do debate direitos de cidadania ativista de jovens. Para isso, apresenta argumentos que desmontam pressupostos que desconsideram e desqualificam as pessoas jovens, sobretudo as menores de 18 anos, enquanto cidadãs ativas e capazes de se envolver em causas comuns, criar propostas e participar em processos de tomada de decisão. O cenário é o de uma investigação participativa com base em métodos artísticos e orientada para a ação, em que jovens entre os 14 e os 17 anos do grupo de pesquisa participaram na Greve Climática Estudantil que aconteceu no Porto em maio e setembro de 2019. Desencadeada pela jovem ativista Greta Thunberg, esta mobilização internacional de jovens pela justiça ambiental e social foi um dos palcos onde foram observadas e analisadas práticas participativas do grupo. Esta experiência evidenciou desejos de liberdade e a necessidade destas pessoas jovens se expressarem, serem vistas, ouvidas e consideradas na gestão de assuntos que as afetam direta ou indiretamente, portanto, de exercerem cidadania. Simultaneamente, revelou-se a necessidade de compreensão das limitações às estruturas de acesso e oportunidade de participação como exercício de cidadania, do reconhecimento de formas e contextos plurais de expressão e participação jovem.
Recebido: 14/5/2021
Aceite: 6/12/202
A agenda e o discurso da qualidade em educação: Os limites da participação democrática nas escolas do Brasil e de Portugal
Get PDFThe present article exposes the main results of the doctoral research developed within the educational sciences, specifically in the area of sociology of education and educational policies. Based on the qualitative research context, the investigation was developed through a case study of two Brazilian state schools and a school cluster located in Portugal with the aim of analyzing the limits of democratic participation through the presence of the discourse of quality in education. In addition tothe extensive documentary analysis, interviews and questionnaire surveys were carried out with teachers and principals, taken as a case study, with the aim of exploring their relationship with the discourse of quality and the interference in the possibilities of democratic participation of schools.The results point to an intense influence of the resolutions of the public authorities of Brazil and Portugal, under the aegis of the quality discourse, in the process of rationalization and bureaucratization of school life. Schools have invested in quality in education that, in effect, attribute to teaching and school an industrial rhythm of work, deepening the limitation of democratic participation in the course of the school, prevailing the school for the work of performing tasks and achieving quality results.O presente artigo expõe os principais resultados da pesquisa de doutoramento em ciências da educação, especialização em sociologia da educação e políticas educativas. Ancorada numa abordagem qualitativa, a investigação se desenvolveu através do estudo de caso de duas escolas públicas brasileiras e um agrupamento de escolas em Portugal. O objetivo da pesquisa pautou-se em analisar os limites da participação democrática através da presença do discurso da qualidade em educação.
Para além da vasta análise documental, realizaram-se entrevistas e inquéritos por questionário aos/às professores/as e gestores/as das escolas tomadas como estudo de caso com o objetivo de explorar suas relações com o discurso da qualidade e as interferências nas possibilidades de participação democrática das escolas. Os resultados apontam para uma intensa influência das resoluções dos poderes públicos do Brasil e de Portugal, sob a égide do discurso da qualidade, no processo de racionalização e burocratização da vida escolar. As escolas apresentam investidas para a garantia de qualidade em educação que, com efeito, imputam à docência e à escola um ritmo industrial de trabalho, aprofundando a limitação da participação democrática nos rumos da escola, prevalecendo a escola para o trabalho de execução de tarefas e alcance de resultados de qualidade.
Recebido: 30/05/2021
Aceite: 22/11/202
Ativismo ambiental em educação: Pensar a integração transversal de projetos em Matemática: Motivadores críticos para o desenvolvimento da educação ambiental
Get PDFThis study focused on the development of pedagogical activities in a group of schools in the northern region of the country. The following activities were developed in an interdisciplinary manner, from the school and social context, in co-authorship with the participating students, which occurred in different contexts: in the classroom (Escape Room - Home: Save our planet with Maths project), in outdoor space (BIKE Club - Bike Is Key [to] Earth) and in hybrid environment (Blogue project “Speaking of Maths...”). We intend to assess how the promoted activities can: (i) foster the role of education as a conscious exercise of environmental education (EE); (ii) promote environmental educational processes; (iii) make students/citizens aware of environmental issues. The methodology followed is framed within an action-research logic, and the teaching practice and the research practice were articulated, in a cyclical process, which allowed documenting, monitoring and reflecting on the activities developed. We chose to apply a questionnaire to the participating students, interviews to the leadership structures and also to obtain data through direct observation. The results indicate that education assumes a leading role in the promotion of EE and may have a potentiating effect of environmental activism, since the management bodies perceive the value of the pedagogical initiatives mentioned in deepening the role of the school in EE, and students expressed high levels of satisfaction with the participation in the activities developed, revealing provisions for individual change and evaluating the activities as promoters of individual and collective environmental awareness.Este estudo centrou-se no desenvolvimento de atividades de carácter pedagógico num agrupamento de escolas da região norte do país. Foram desenvolvidas em interdisciplinaridade, a partir do contexto escolar e social, em coautoria com os/as estudantes participantes, as seguintes atividades, que ocorreram em diferentes contextos: em sala de aula (projeto Escape Room - Home: Save our planet with Maths), em espaço exterior (Clube BIKE - Bike Is Key [to] Earth) e em ambiente híbrido (projeto: Blogue “Por falar em Matemática…”). Pretendemos aferir como as atividades promovidas podem: (i) fomentar o papel da educação como um consciente exercício de educação ambiental (EA); (ii) promover processos educativos ambientais; (iii) consciencializar alunos/as / cidadãs/os para a problemática ambiental. A metodologia seguida enquadra-se numa lógica de investigação-ação, sendo que a prática docente e a prática de investigação foram articuladas num processo cíclico que permitiu documentar, monitorizar e refletir sobre as atividades desenvolvidas. Optamos por aplicar um questionário aos/às alunos/as participantes, entrevistas às estruturas de liderança e, ainda, obtenção de dados com recurso à observação direta. Os resultados indicam que a educação assume um papel preponderante na promoção da EA e pode ter um efeito potenciador de ativismo ambiental, uma vez que os órgãos de gestão percecionam o valor das iniciativas pedagógicas mencionadas no aprofundamento do papel da escola na EA e os/as estudantes manifestaram elevados níveis de satisfação com a participação nas atividades desenvolvidas, revelando disposições para a mudança individual e avaliando as atividades como promotoras de consciência ambiental individual e coletiva.
Recebido: 5/2/2022
Aceite: 30/5/202
Ser professor na universidade do século XXI: Profissionalismo sob pressão na academia do Reino Unido
Get PDFDrawing upon research that yielded data from over 1,200 UK-based professors, this paper illustrates how, by trying to meet expectations, their ‘demanded’ professionalism became pressured professionalism as these academics navigated ways to enact academic leadership. Unclearly defined in the UK context, academic leadership was often interpreted as needing to be all things to all people, and pressure to enact it spawned performance angst as professors were impeded in trying to achieve what they perceived as their ideal job situations. Yet it is suggested that the demands and pressures associated with today’s neoliberal university have dogged academe for centuries.Baseado na investigação que recolheu dados de mais de 1.200 professores/as sediados/as no Reino Unido, este documento ilustra como, ao tentar responder às expectativas, o seu profissionalismo “exigido” se transformou em profissionalismo sob pressão à medida que estes/as académicos/as lutavam para encontrar formas de exercer a liderança académica. No contexto britânico, a liderança académica é muitas vezes interpretada como uma necessidade de ser tudo para todas as pessoas, e a pressão para a exercer criou ansiedade de desempenho, uma vez que os/as professores/as foram impedidos/as de alcançar o que consideravam ser a sua situação de trabalho ideal. No entanto, sugere-se que as exigências e pressões associadas à universidade neoliberal de hoje estão presentes no meio académico há séculos.
Recebido: 9/5/2022
Aceite: 16/7/202
Collision course: Bagnara crumbling without care?
No full text«Collision is the crash, the impact between two bodies in motion» (Treccani, “Collisione”). In the landscape, movement characterises both the evolution of built parts and the mutability of natural parts, and new balances or new imbalances are defined starting from the possibility of recognising stable or unstable lasting arrangements. The intermediate areas between city and nature are the place of contact between the different modes and speeds of transformation of the natural and artificial components of the landscape. The contact between these components can be defined as an encounter or a collision, depending on the greater or lesser level of acceptance or rejection that is produced by the intersection.
The collision is therefore identified as an extreme figure for interpreting the relationship between different phenomena that is difficult to translate, with the same power, into a design theme. «In the passage from analysis to design, it seems that the term collision tends to lose its precision to some extent. Its descriptive power rarely goes beyond the level of metaphorical evocation to become an operational design tool» (Corbellini 2015, p.69).
In Bagnara - Castelvolturno, indiscriminate construction has come into collision with the uncontrolled power of the sea. In this coastal landscape of southern Italy between the Volturno river to the south and the Agnene canal to the north, the unstable balance between land and water has created a narrow sandy strip dotted with houses\u27 ruins and inhabited by bathers. The lack of breakwaters leaves the sea currents free to erode the beaches; the presence of houses built illegally on state-owned land put the inner linear city beyond the boundaries of stability. The current landscape of Bagnara consists on the one hand of a sandy shore, with unique characteristics on the Campania coast, which acts as an unstable base for crumbling ruins, and on the other, the water swallows up shreds of buildings that become artificial rocks. The sinuous curves of the sandy and watery nature of Bagnara are juxtaposed with the rigid folds of buildings broken by the slow catastrophe.
A social and aesthetic practice, photography, understood with Olivier Lugon as a documentary art, explores this landscape, becoming tangible evidence of a reality in oblivion that presents a multifaceted and complex pathological dimension. Illuminating, revealing and disseminating the state of health of Bagnara is the only cure currently in place for this landscape. The photos, like a “caress on the world” of this unstable strip of land, provide a therapeutic practice and a poetic vision of the crumbling reality of Bagnara.
Cover image: Bagnara - Castelvolturno - Photo by Mario Ferrar
Conselhos escolares e a participação na gestão democrática: Estudo de uma rede municipal de ensino
Get PDFThe school councils implemented in Brazilian public schools discuss public and community interests of the education units and has favored the participation of socially heterogeneous andrepresentative groups of school segments in democratic management. In this perspective, the research aims to understand how school principals have contributed to the effective participation of school councils’ members in the democratic management of public schools in the municipal school system of Macaé, in the light of studies from the field of school management and sociology of education.This is a quantitative research based on a survey answered by municipal principals. The analysis of the results showed that there is the democratic exercise of consulting the school council, but there is a certain lack of knowledge about its attributions. Furthermore, the participation is limited by theschool principal by not empowering different voices, sharing in the collective and democratic decisionmaking, with deliberation taking a peripheral role in the school councils of Macaé.Os conselhos escolares implementados nas escolas públicas brasileiras discutem os interesses públicos e comunitários das unidades de ensino e têm favorecido a participação de grupos socialmente heterogêneos e representativos dos segmentos da escola na gestão democrática. Nesta perspectiva, a pesquisa tem por objetivo compreender de que forma os/as diretores/as escolares têm contribuído para a efetivação da participação dos/as conselheiros/as na gestão democrática das escolas públicas da rede municipal de Macaé, à luz de estudos do campo da gestão escolar e sociologia da educação. Trata-se de uma investigação quantitativa com base em um questionário aplicado aos/às diretores/as municipais. A análise dos resultados aponta que há o exercício democrático de consulta ao conselho escolar, mas existe certo desconhecimento no que concerne às suas atribuições. Ademais, a participação é limitada pelo/a diretor/a escolar ao não potencializar distintas vozes, partilha na tomada de decisão coletiva e democrática, tendo a deliberação um lugar periférico nos conselhos escolares de Macaé.
Recebido: 15/5/2021
Aceite: 20/10/202