U.Porto - Revistas Cientificas
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Experimental persistence of change: collages of the palimpsestic temporalities of Freixo\u27s Thermoelectric Power Station (Campanhã, Porto)
No full textThis paper presents an artistic work developed as part of the curatorial research Persistent Materialities, that experimented with different modes of documentation and mediation of loss of the post-industrial ruins of Freixo’s Thermoelectric Power Station (Campanhã, Porto). Whereas this building becomes less legible as an official object of industrial heritage and yield into continuous ruination and post-human condition, the collaged photographs presented here constructs a narration and interpretation of a retrospective history. The visual representations usually surrounding the imaginary of this landscape highlight two fixed modes of its existence: historical photographs are instrumentalized in a conservative discourse of preservation while architectural collages and technical drawings project a possible future where the building is no more. Distancing from these visual representations that conceive the landscape apart from its contingent and material reality, the retrospective collages stage the complexity of layers that assemble and reassemble this palimpsestic landscape. The recollection of segments, traces and fragments of a dynamic and mutable history quest for the endurance of the transformed and transforming aspect of this heterotopic space rather than the landscape itself
An instant world: truth and reality
Get PDFToday, technology allows us to capture reality in an extremely crude way. Consider, for instance, the images derived from micro cameras that invade our inter bodies for medical diagnosis. In this context, there is no valuable argument against the truth.
Back in the Architecture PhD freshman year, a group of students were asked to conceive an idea of a chair for an art class. It was a rather free proposal; yet all of them constructed a small, scaled model, and the objective was to photograph it on different urban sites. One of the proposals chose to use no software tricks in the pictures, based on the conviction that the truth was, like in Pilate’s view, something one might question buy cannot antagonize. In due course, this issue of SOPHIA gives us a chance to review this true story, based on real events in light of other perspectives, coming across with the notion of how ‘true’ it is that
the specialised architectural journals, schoolbooks themselves, including those of a high scientific level, are (...) channels that tend to transform the spatiotemporal notion of architecture and landscape into that of signs, the notion of reality into that of a photographic representation of reality.
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Where the Dust Has Settled
Get PDFThe Spanish word Despoblado, aptly describes Iñaki Bergera’s last photographic series. It translates rather directly in English as depopulated, but its rich Spanish etymology also alludes to the process of unravelling of a human settlement. Fittingly, the images present us with the reality of the abandoned villages in the hillsides of the Spanish Pyrenees. These are ruins of small hamlets, made up of stone cottages carefully clustered together, each of them hugging the topography of the site and collectively forming patterns that are a direct translation of the rural modes of production that made them possible.
The images are crisp and calm, and as always with Bergera, the approach is a hybrid between the documentary impulse of topographic photography, and the careful depiction of space more typical of professional architectural photography. More specifically in this case, there seems to be a strong division of labor, with orthographic aerial images that capture the layout of each group of buildings with Cartesian precision, and a series of subjective shots in which the interior and interstitial spaces of the structures are portrayed carefully and lovingly at eye level, as if they were still in use.
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COVID-19 e desigualdades escolares : Uma análise da investigação sobre os efeitos do encerramento das escolas no processo de ensino e aprendizagem
Get PDFThe effects of the COVID-19 pandemic were felt in the most diverse areas of life in society. Faced with the closing of schools, the solution that was used, all over the world, consisted of replacing face-to-face teaching with emergency remote teaching. The transition of the teaching modality influenced the students’ learning,, making them more dependent of family support and resources, and revealing the social inequalities impact in the teaching and learning process. This article results from a systematic review of the literature that aimed to: a) identify and describe the effects of schools’ closure in the teaching and learning process; and b) understand the educational policies and measures intended to reduce the effect of social inequalities in school results, making whenever possible, the bridge with the Portuguese reality. Data collected seams to demonstrate a correspondence between the quality of students´ teaching and learning process and the families´ economic and cultural capital, revealing the aggravation of educational inequalities, as a result of the pandemic.Os efeitos da pandemia COVID-19 fizeram-se sentir nos mais diversos domínios da vida em sociedade. Perante o encerramento das escolas, a solução a que se recorreu, um pouco por todo o mundo, consistiu na substituição do ensino presencial pelo ensino remoto de emergência. A transição de modalidade de ensino influenciou a aprendizagem dos/as alunos/as, tornando-os/as mais dependentes do apoio e dos recursos familiares, colocando no centro do debate educativo a questão do impacto das desigualdades sociais no processo de ensino e aprendizagem. O presente artigo corresponde a uma revisão sistemática da literatura realizada com os objetivos de: a) identificar e descrever os efeitos do encerramento das escolas no processo de ensino e aprendizagem; e b) compreender que medidas foram adotadas no sentido de minimizar o efeito das desigualdades sociais nos resultados escolares. Os dados recolhidos parecem demonstrar uma correspondência entre a qualidade do processo de ensino e aprendizagem dos/as alunos/as e o capital económico e cultural das famílias, revelando o agravamento das desigualdades escolares provocadas pela pandemia.
Submetido: 30.01.2021
Aceite: 08.03.202
Assessment of active citizenship: Defining the conceptual framework
Get PDFCidadania Ativa (CA) é uma noção complexa e multidimensional que engloba construtos relacionados, como engajamento cívico e político, competência cívica, identidade dos cidadãos, valores democráticos, entre outros. No entanto, diferentes estudos oferecem diferentes modelos de CA, enfocando aspetos específicos da mesma. Neste artigo, enfocamos os instrumentos de pesquisa utilizados nos grandes estudos internacionais de CA, pois refletem como os construtos são compreendidos e interpretados por diferentes autores. Este artigo revisa as estruturas e as pesquisas de sete estudos de CA para elaborar uma estrutura conceitual abrangente que incorpora diferentes dimensões, sinaliza os domínios principais e define as relações entre eles. Este artigo elucida as visões atuais sobre a operacionalização da CA e pode ser usado não apenas para desenvolver instrumentos para avaliação futura da CA, mas também para fornecer um contexto para melhor compreensão e interpretação dos estudos atuais.Active Citizenship (AC) is a complex and multidimensional notion that encompasses related constructs, such as civic and political engagement, civic competency, citizens’ identity, democratic values, among others. However, different studies offer different models of AC, focusing on specific aspects of it. In this paper, we focus on the research instruments used in the large international studies of AC, as they reflect how the constructs are understood and interpreted by different authors. This paper reviews the frameworks and the surveys of seven studies of AC to elaborate a comprehensive conceptual framework that incorporates different dimensions, signposts the main domains, and defines the relationships between them. This paper elucidates the current views on the operationalization of AC and can be used not only to develop instruments for future AC assessment, but also to provide a context for better understanding and interpretating current studies.
Recebido: 16/11/2019Aceite: 10/10/202
Do ensino regular aos cursos de aprendizagem: Percursos de saída e de retorno ao sistema de educação e formação
Get PDFThis article refers to the paths of young people who left the education and training system before completing upper secondary education, thus increasing the numbers of early leavers from education and training, but who decided to return to education through an Apprenticeship Course. The reasons evoked by young people for dropping out of school and for enrolling in the course are presented. A mixed methodology research design was used, collecting quantitative data from 665 young people who answered an online questionnaire in Portugal, at national level, and qualitative data from 54 semi-structured interviews with young people, at the Porto district level. All participants attended Apprenticeship Courses at the time of data collection. The results point to some convergence between quantitative and qualitative data regarding reasons for dropping out of school, and report that such reasons also converge with reasons for entering an Apprenticeship Course, especially in qualitative data.Este artigo refere-se a percursos de jovens que saíram do sistema de educação e formação antes de concluir o ensino secundário, engrossando dessa forma os números do abandono precoce de educação e formação, mas que decidiram voltar ao ensino através de um Curso de Aprendizagem. São apresentadas as razões evocadas pelos/as jovens para abandonar a escola e para se matricularem no curso. Foi utilizado um desenho de investigação de metodologia mista, tendo-se recolhido dados quantitativos de 665 jovens que responderam a um questionário aplicado online em Portugal, a nível nacional, e dados qualitativos de 54 entrevistas semiestruturadas com jovens, ao nível do distrito do Porto. Todos/as os/as participantes frequentavam Cursos de Aprendizagem ao momento da recolha de dados. Os resultados apontam para alguma convergência entre dados quantitativos e qualitativos no que respeita aos motivos para abandonar a escola, e reportam que tais motivos confluem também para as razões para entrar num Curso de Aprendizagem, especialmente entre dados qualitativos.
Recebido: 1/11/2021Aceite: 10/11/202
José Alberto Correia – Para uma ética do cuidar e uma cidadania solidária: Pensar e problematizar a mentoria no ensino superior
Get PDFJosé Alberto Correia é Professor Emérito da Universidade do Porto e Professor Catedrático da Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto (FPCEUP). Ao longo da sua carreira académica e científica, foi diretor da FPCEUP, do Centro de Investigação e Intervenção Educativas (CIIE) e da Revista Educação, Sociedade e Culturas, tendo desempenhado diferentes funções de coordenação nos órgãos de gestão da faculdade e integrado instâncias de governo da Universidade do Porto. Na sua muito ampla investigação e produção científica, destacam-se trabalhos sobre epistemologia das ciências da educação, formação de professores, inovação pedagógica, relações entre formação e trabalho, educação de adultos, mediação socioeducativa e desenvolvimento local
Eye on Time
Get PDF“Time is the author of Authors” - Francis Bacon
EN ROUTE TO THE LAST DAY The picture of the Hydra is a metaphor of time. The Hydra never stops growing. Like time, it is immortal, it is forever there - although nobody knows exactly where time is to be found. Time cannot even be stopped by Hercules. Each photograph is an attempt to stop the Hydra growing. It is an attempt to bring time to a sudden stop, to fix it forever, to speed it up or finish it off - somehow to grasp it. These attempts reveal nothing but our impotence. The Hydra grows, unwavering. Time remains unimpressed and marches on. Our efforts do frustrate us. At the same time, we base of all our hopes on influencing the march of time. Time is an invisible power dragging all of us along. Time is a plague for which there is no cure. Time is a scourge which we can’t stop lashing us.
The TIMESCAPE-project, being a by-product of time, will reach its end exactly when the scourge of time is over - at the latest on the Last Day. Thus, the project will remain unfinished and in flux, both young and seasoned – always ‘fitter for new projects than for settled business’, as Bacon said of youth. Time is the raw material of the TIMESCAPE images. Time is their only component. TIMESCAPE deals with time and nothing else.
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A Responsabilidade Social da Universidade Observada a Partir da Trajetória Educacional de Pessoas com Deficiência
Get PDFWith Law 13.409, which provides for the reservation of vacancies for people with disabilities in technical courses at high and high school level at federal educational institutions, questions emerged regarding this study. We aim to discuss the issue of the university’s social responsibility towards inclusive education, outlining the profile of students with disabilities at Federal University of Rio de Janeiro, entering through the vacancy reservation system. We developed an exploratory research, with a qualitative approach, through case study methodologies and life history, using the open autobiographical interview as an instrument of data collection, from enrolment intended to people with disabilities by reserving vacancies in the Unified Selection System of Brazilian Public Universities. By presenting the profile of these students, it was possible to visualize some demands that they deem necessary for their full educational development, showing that ensuring access and permanence of people with disabilities in higher education is the social responsibility of the university. Com a promulgação da Lei n.º 13.409, de 28 de dezembro de 2016, que dispõe sobre a reserva de vagas para pessoas com deficiência nos cursos técnicos de nível médio e superior das instituições federais de ensino, surgiram questões referentes ao perfil desse/a estudante, motivando o estudo. Objetivamos discutir a questão da responsabilidade social da universidade frente à educação inclusiva, traçando o perfil do/a estudante com deficiência no ensino superior da Universidade Federal do Rio de Janeiro, ingressante pelo sistema de reserva de vagas. Desenvolvemos uma pesquisa exploratória, de abordagem qualitativa, utilizando‑se das metodologias de estudo de caso e história de vida, tendo como instrumento de coleta de dados a entrevista autobiográfica aberta, para apresentar a visão destes/as estudantes em situação de inclusão, oriundos de matrícula destinada à pessoa com deficiência através de reserva de vagas do Sistema de Seleção Unificada das Universidades Públicas Brasileiras. Apresentando o perfil destes/as estudantes, foi possível visualizar algumas demandas que eles/as julgam necessárias para seu pleno desenvolvimento educacional, evidenciando que garantir o acesso e permanência das pessoas com deficiência no ensino superior é responsabilidade social da universidade