U.Porto - Revistas Cientificas
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Entre as normalidades e as anormalidades: Os possíveis estigmas atribuídos aos estudantes considerados portadores do TDAH, nas escolas municipais do Rio de Janeiro
Get PDFThe article presents as a research focus the normalization processes at school referring tostudents from public schools in RJ, submitted to medicalization of Attention Deficit HyperactivityDisorder (ADHD). The general objective is to analyze the dividing practices that occur in the spacebetween normal and abnormal students, taking into account ADHD, in addition to investigating thepossible stigmas that may be accompanying these processes. Our basic theoretical framework used the concepts of stigma by Erving Goffman (2017/1963). For data collection, interviews were conductedwith 13 teachers and coordinators from municipal schools in Rio de Janeiro and these responses wereinvestigated, based on the categorical content analysis by Bardin (2016). Our results showed that thediscrepancies between virtual and real social identity, established by the teachers and coordinators,of the schools investigated, revealed some of the possible stigmas attributed to students who areconsidered to have ADHD.O artigo apresenta como foco de pesquisa os processos de normalização na escola, referentes aos/às estudantes das instituições de ensino público do Rio de Janeiro, submetidos/as à medicalização do Transtorno do Déficit de Atenção e Hiperatividade (TDAH). O objetivo é analisar as práticas divisórias que ocorrem, no espaço escolar, entre os/as estudantes normais e anormais, levando em consideração o TDAH, além de investigar quais os possíveis estigmas que podem acompanhar esses processos. Nosso referencial teórico básico utilizou os conceitos de estigma de Erving Goffman (2017/1963). Para a coleta de dados foram realizadas entrevistas com 13 professoras e coordenadoras de escolas municipais do Rio de Janeiro e essas respostas foram investigadas, a partir da análise categorial de conteúdo de Bardin (2016). Nossos resultados apontaram que as discrepâncias entre a identidade social virtual e real, estabelecidas pelas professoras e coordenadoras, das escolas investigadas, desvelaram alguns dos possíveis estigmas atribuídos aos/às estudantes que são considerados/as portadores/as do TDAH
As concepções de Mundo e de Pessoa de Paulo Freire: Pequenos fragmentos
Get PDFThis article presents the conceptions of Person and World identified in Paulo Freire. It aims to expose them in a reflexive way, recognizing them as fundamental in the dialogical and dialectical confrontation of the dehumanization process that the current society goes through. The theoretical-methodological framework is of a qualitative nature, its sources of bibliographic research constitute seven books by Freire and as for the method, we chose the critical-dialectical conception. Regarding Freire’s conceptions, we can reiterate that ethics is indispensable in the construction of Person’s relationship with the World, allowing him/her to question his/her own condition in the World and overcome it. It also recognizes that the human being is a historical and social being, with an ontological vocation to be more and who has in his praxis the possibility of making culture, since he approachesorganically doing and reflecting on what he is doing. To this end, he believes that just anger can be an element of problematization of his life and from it Man produces knowledge, remembering that Freire does not separate right thinking, lightness and goodness from the process of knowledge construction. Finally, we support Freire’s contemporaneity and the need to return to his ideas.Este artigo apresenta as concepções de Pessoa e de Mundo identificadas em Paulo Freire. Tem como objetivo expô-las de forma reflexiva, reconhecendo-as como basilares no enfrentamento dialógico e dialético do processo de desumanização que a sociedade atual atravessa. O referencial teórico-metodológico é de natureza qualitativa, suas fontes de pesquisa bibliográfica se constituem em sete livros de Freire e, quanto ao método, optamos pela concepção crítico-dialética. No que se refere às concepções de Freire, podemos reiterar que a ética é indispensável na construção da relação da Pessoa com o Mundo, permitindo a ela questionar sua própria condição no Mundo e superá-la. Reconhece também que a Pessoa é um ser histórico e social, com vocação ontológica para ser mais e que tem em sua práxis a possibilidade de fazer cultura, pois aproxima de forma orgânica o fazer e o refletir sobre o que está fazendo. Para tal, crê que a raiva justa possa ser um elemento de problematização da sua vida e que, a partir dela, a Pessoa produza conhecimento, lembrando que Freire não separa o pensar certo da leveza e da boniteza do processo de construção do conhecimento. Por fim, sustentamos a contemporaneidade de Freire e a necessidade de retornarmos às suas ideias
Preserving heritage through new narratives: Designing a guesthouse within a cross-disciplinary team
Get PDFThe following article describes the ongoing interior design project that accommodates a guesthouse in a historical building located in the city of Coimbra in Portugal. It focuses on the importance of generating new narratives to maintain the original nineteenth century building’s essence, when changing the architectural program, from a pharmacy on the ground floor and residences in the upper floors into a single guesthouse.
We present the design-led methodology focused on the importance of generating narratives as a foundation to achieve a common goal while working in a cross-disciplinary team. In this context, the designer not only has the role of the form-giver, but also becomes the mediator between matter and form, the team leader, and the forecaster of the user’s emotional experiences.
When adapting client’s brief into a tangible outcome within a team that crosses various areas of expertise (in this case: architecture, design, engineering, archaeology, conservation, and restoration), the importance of generating an open concept that can adapt to the evolving context, becomes key to meet client’s expectations. This article intends to contribute to the discussion of the designer’s elastic mindset as a binding tool between actors and contexts, towards an outcome that acknowledges the importance of the contribution of each one when looking for enriched results. Therefore, it questions what is gained and what is lost by setting aside the classic design fundamental principles and by focusing on design as a managing tool between data and the involved actors for an enriched outcome.
As a main conclusion, it underlines the importance of generating a strong narrative with an open outcome to bind all stakeholders to a common goal through the designer as a project leader.
About the book of Valerio Olgiati - Bas Princen: A talk on architecture in photography
Get PDFAs editor of scopio Editions it is a great honour to be writing this closing text about the upcoming book which communicates our last Duelo/Dueto session of Architecture, Art and Image (AAI) series that had as invited authors Valerio Olgiati and Bas Princen. I will start by talking about the book as a privileged medium for Architecture, Art and Image and then go on focusing on this book in particular and its authors.
This conference series had from the start planned a publication for each session with the contribution of the invited speakers and the organization because we believe that the physical book, without prejudice towards the potential of digital publications, is still a tool of paramount importance for preserving and building knowledge, not just for students and academics, but also for all professionals and non-scholars.
The physical book somehow allows the understanding of what was discussed and debated in Duelo/Dueto sessions in a different manner, encouraging and giving the right time to each viewer for a deeper thinking. The reading of these sessions also means that these events of rich exchange of ideas and personal experience between significant authors coming from AAI universe are preserved for future studies. In this way, they can be shared with a larger audience, opening the mind of many to these events and encouraging critical thinking toward a vast horizon of issues related to AAI universe.
It is worth referring also that the specific potential of the physical book as a unique medium to communicate Architecture, Art and Image1 was explored in this publication, which adds to its uniqueness and makes it more an author´s book than the customary conference or roundtable publication.
It was possible to create a visual narrative where the sum is greater than the parts, which we believe has as a result an innovative reading and a more insightful understanding about the thoughts, work and artistic strategies of both authors. Thus, we believe that this book, the second of this series of four publications focused on each session, will foster a significant critical debate related to Architecture, Art and Image, as already happened with our first published book on this series.
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Paulo Freire e o movimento neoconservador escola sem partido: Uma análise crítica
Get PDFThe aim of this article is to discuss the current proposal of the neoconservative movement No Party School (ESP) in the light of Paulo Freire’s praxis, providing a more comprehensive and critical perception, as well as presenting Paulo Freire’s legacy as opposed to the ideas of ESP movement. From the methodology of content analysis, it makes inferences to the ESP precepts by constructing a critical reflection based on the Freire’s legacy and epistemology. Data analysis and results point to an attempt to criminalize the freethinking of classroom educators and a curtailment of critical pedagogical praxis, and the unconstitutionality of the project itself.O objetivo do presente artigo é dialogar sobre a atual proposta do movimento neoconservador Escola Sem Partido (ESP) à luz da práxis de Paulo Freire, proporcionando uma percepção mais abrangente e crítica, além de apresentar o legado de Paulo Freire em contraposição às ideias do movimento ESP. A partir da metodologia de análise de conteúdo, faz inferências aos preceitos do ESP construindo uma reflexão crítica com base no legado e na epistemologia freirianos. A análise dos dados e os resultados apontam para uma tentativa de criminalização do livre pensamento dos/as educadores/as em sala de aula e um cerceamento de práxis pedagógica crítica, e a inconstitucionalidade do projeto em si
O biopoder e a domestificação dos corpos: As representações sociais de psicólogos acerca do suporto TDAH e da medicalização
Get PDFO presente artigo tem como objetivo identificar e analisar as representações sociais de psicólogos sobre o Transtorno de Déficit de Atenção e Hiperatividade (TDAH) e o tratamento medicamentoso. A problemática consiste em descobrir se as representações sociais dos/as profissionais entrevistados/as influenciam em seus trabalhos clínicos e na perpetuação da cultura da medicalização. Participam do estudo 10 profissionais. A abordagem da pesquisa é qualitativa e tem como suporte teórico-metodológico a teoria das representações sociais. Para coleta de dados utiliza-se um roteiro de entrevista semiestruturada. Os resultados revelam que, nas representações sociais do grupo entrevistado, o TDAH é concebido como um transtorno de origem neurobiológica que justifica os comportamentos desatentos e hiperativos, bem como o tratamento medicamentoso como resposta a todos os problemas, ainda que sejam evocados mais malefícios do que benefícios desse tratamento. Conclui-se que, além de refletir e discutir sobre esses fenômenos, é necessário combatê-los, assumindo um papel de resistência aos discursos biologizantes
Política e educação na "Pedagogia do Oprimido" de Paulo Freire: Duas dimensões da leitura da realidade
Get PDFOn the threshold of completing 50 years, the work Pedagogy of the Oppressed is revisited here, aiming to answer why Paulo Freire is simultaneously an important reference to both politics and education. To answer this, we question how the ideas defended by Freire in Pedagogy of the Oppressed unfold in a more detailed and explicit way for political practice in later works. It is argued that in historical moments such as the resumption of social movements in Brazil in the second half of the 1970s and in the early 1980s, such ideas were central to transformative political practice. Then, we stress how the ideas defended by Freire in Pedagogy of the Oppressed unfold in a more detailed and explicit way in pedagogical practice in later works such as Pedagogy of Autonomy and Education in the City. In the end, our reflection focuses on the hypothesis that what allows his simultaneous influence in these two areas is his radically humanizing conception of the world and human being, which makes him an indispensable author in the transformation of the world in our time, covering both the educational and political spheres.No limiar de completar 50 anos, a obra Pedagogia do Oprimido é aqui revisitada, objetivando-se responder por que Paulo Freire constitui-se simultaneamente como uma referência importante para a política e para a educação. Para responder a esta questão, problematiza-se como as ideias defendidas por Freire em Pedagogia do Oprimido se desdobram de maneira mais detalhada e explícita para a prática política em obras posteriores. Argumenta-se que, em momentos históricos como a retomada dos movimentos sociais no Brasil na segunda metade da década de 1970 e no início da década de 1980, tais ideias foram centrais na prática política transformadora. Em seguida, apresenta-se como as formulações de Freire presentes na obra Pedagogia do Oprimido se desdobram de maneira mais detalhada e explícita para a prática pedagógica em textos posteriores, como Pedagogia da Autonomia e Educação na Cidade. Ao final, nossa reflexão centra-se na hipótese de que o que permite a sua influência simultânea nestas duas áreas é a sua concepção de mundo e de ser humano radicalmente humanizadora, elemento que o torna um autor imprescindível na transformação do mundo em nossa época, abrangendo tanto o âmbito educacional quanto o político
Traços da pedagogia freiriana na docência universitária: O estagio de docência como atividade fomentadora da práxis pedagógica
Get PDFIn this study, teaching internship assumed outlines of permanent formation in the Freirean sense, a movement that stresses the naturalness of formative processes, questions the technical instrumentalization and subverts the reproductive logic, in defense of creative authorship, reaffirming the political character of the act of educating. This study is the result of a critical reflection about the participant development of the discipline named “The Pedagogy of Paulo Freire” offered in a course of Pedagogy, in a public university in the state of Ceará, Brazil. It aims to analyze the principles of Freire’s humanizing pedagogy in teaching internship as an activity that fosters pedagogical praxis in that discipline. The following theoretical references were used: Braga (2015), Freire (1992, 1997, 2001, 2014), Shör and Freire (1986), Masetto (1998), Therrien, Dias and Leitinho (2016), Pimenta (2012), Pimenta and Lima (2004). The inspiration in the assumptions of humanizing pedagogy allowed the resignification of the very conception of teaching, understood as the need to create an intellectualdiscipline between educator and student, achieved only in and through the cognoscent practice. Dialogicity, critical reflexivity, investigative attitude and the creative authorship were traces of Freire’s pedagogy identified in the teaching-student practices constituted in the teaching internship.Neste estudo, o estágio de docência assumiu contornos de formação permanente na acepção freiriana, movimento que tensiona a naturalidade dos processos formativos, questiona a instrumentalização técnica e subverte a lógica reprodutivista, em defesa da autoria criadora, reafirmando o caráter político do ato de educar. Este texto resulta de uma reflexão crítica sobre o desenvolvimento participante da disciplina “A Pedagogia de Paulo Freire” num curso de Pedagogia em uma universidade pública do estado do Ceará, no Brasil. Objetiva analisar os princípios da pedagogia humanizadora freiriana no estágio de docência como atividade fomentadora da práxis pedagógica na referida disciplina. Constituíram-se como referencial teórico: Braga (2015), Freire (1992, 1997, 2001, 2014), Shör e Freire (1986), Masetto (1998), Therrien, Dias e Leitinho (2016), Pimenta (2012), Pimenta e Lima (2004). A inspiração nos pressupostos da pedagogia humanizadora permitiu a ressignificação da própria concepção de ensinar, entendida como a necessidade de criar uma disciplina intelectual entre educador/a e educando/a alcançada somente na e pela prática cognoscente. A dialogicidade, a reflexividade crítica, a atitude investigativa e a autoria criativa foram traços da pedagogia de Freire identificados nas práticas docente-discentes constituídas no estágio de docência
About the International Conference for the 5th issue of Sophia Journal
No full textThe International Conference on the 5th issue of Sophia Journal, which took place at FAUP, opened a new cycle of international forums, henceforth to be held annually, and taking up the theme and topics examined in Sophia for each year.
Sophia Journal’s International Conference presented both a live and videoconference program organized by CEAU / FAUP, in partnership with UNIZAR and DECA / ID - U. Aveiro. The event was broadcast live online, encompassing a rich and diverse program: (i) a series of videoconferences; (ii) the roundtable launch and presentation of the 4th issue of the peer reviewed journal Sophia: “Visual Spaces of Change: Unveiling the Publicness of Urban Space through Photography and Image”; (iii) the presentations of articles of the 5th issue of Sophia Journal: “Visual Spaces of Change: Designing Interiority - shelter, shape, place, atmosphere”; (iv) the launch of the open call for papers for the 6th issue of Sophia Journal: “Visual Spaces Of Change: photographic documentation of environmental transformations”; (v) the announcement of the awards of the International Competition of Ideas: Exhibition and Mobile Projector and the Visual Spaces of Change exhibition, developed for this conference and for the spaces of FAUP, where new contemporary photography projects will be communicated, as well as a new exhibition structure that was awarded with the first prize in the International Competition of Ideas: Exhibition and Mobile Projector.
The objective of these international forums is to promote the reflection and debate on the universes of Architecture, Art and Image, addressing various issues transversal to the worlds of Photography and Architecture, and exploring how the image can be a means to cross borders and shift boundaries between different disciplines. This event provided the opportunity to visit the exhibition of the Visual Spaces of Change Projects developed for this conference using FAUP’s interior and outdoor spaces, featuring novel projects in the new exhibition modular structure, which awarded the first prize to Sérgio Magalhães representing studium.creative studio. The Visual Spaces of Change research project proposes a visual communication strategy based on the development of contemporary photography projects that reflect upon different dynamics of urban change to open new horizons of public intervention in the public space.
Wilfried Wang (UTSOA) O’Neil Ford Centennial Professor in Architecture at the University of Texas at Austin and Guest Editor of Issue #6 of Sophia journal: “Visual Spaces of Change: photographic documentation of environmental transformations” announced the open call for this 6th issue of Sophia journal. This issue will bring together photographers and researchers who make significant contributions to these discussions, including the material processes of creating, managing and interpreting sets of documents. We are interested in material processes where photography is explored as a significant research tool for critical and innovative views on architecture and urban transformation in their expanded fields and contextualized by larger systems: cultural, political, artistic, technical, and historical dimensions.
Finally, some words about the published content in Sophia’s other sections besides the peer reviewed articles, with the former having been integrated into the journal’s structure as a way of enrichening the publication with diverse viewpoints from experts in the field and other types of readings apart from the articles from the call.
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The role of architecture in an engaging and meaningful experience of the physical exhibition
Get PDFWhile recognising the part that digital media play in bringing about greater accessibility to artworks display and ensuring that they are more visible, this paper argues that the physical exhibition continues to be the primary place for the public to encounter the arts, as it can offer an engaging and meaningful aesthetic experience through which people can transcend their own existence. As such, it is essential to rethink now, in the scope of an increasing digital world, the exhibition in conceptual and methodological terms. For this purpose, the exhibition space must be considered as content rather than container and the exhibition as a work, often with the intentionality of a “total work of art”, rather than just a vehicle for exhibiting artworks and objects.
Having the former purpose in mind, this paper proposes a re-reading of the exhibition designs of Frederick Kiesler (1890–1965), Franco Albini (1905–1977) and Lina Bo Bardi (1914–1992) in order to evaluate how their theory and practice can provide useful lessons for our contemporary thinking. The three architects, assuming the role of curators, use only the specific language of an exhibition and remix conventional modes of communication and architectural vocabulary, exploring the natural and artificial light, materials, layouts, surfaces and geometries in innovative ways. They considered the exhibition to be a work of art, overcoming the container/content dichotomy and trigging an intersubjective and self-reflective participation. Kiesler, Albini and Bo Bardi may all be considered visionaries of our time, as they offer a landscape that stimulates our curiosity through a multiplicity of information arranged in a multisensory way, allowing each visitor to discover associations between himself and his surroundings. None of them simply created an opportunity for distraction or entertainment. This perspective is all the more pertinent nowadays, as the processes of digitalising information and virtualising the real may well lead to the dematerialization of the physical experience of art.
By drawing upon these historical examples, this paper seeks to contribute to current study on how an exhibition can stimulate the cognitive, emotional and spiritual intelligence of each visitor and clarify the importance of this effect in 21st century museums and society at large