U.Porto - Revistas Cientificas
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Between fear and daring: A look at female teaching professionalism: Um olhar sobre a profissionalidade docente, no feminino
Get PDFRecensão à obra de Freire, Paulo (1993). Professora sim, tia não: Cartas a quem ousa ensinar. São Paulo: Olho d’Água.Book review:Freire, Paulo (1993). Professora sim, tia não: Cartas a quem ousa ensinar [Teacher yes, aunt no: letters to those who dare to teach]. São Paulo: Olho d’Água
Atlas Interactive: Visual register of urban architecture in Latin America - A work in progress.
Get PDFCartography is a manifestation of visual culture. In the beginning of the 21st century, the technology that provides access to digital maps allowing them to be associated with all types of data, has opened up innumerable possibilities, contributing a new reference framework to architectural culture. This article presents the project of a digital platform, Interactive Atlas | Visual Register of Urban Architecture | Latin America 1940-1970, in which the map is its central element. Its aim is to visually articulate a collection of photographic materials of exceptional quality linked to a digital mapping base. A compendium that brings together architectural works relevant for their urban insertion in the cities of Latin America, from the 1940s to the 1970s, while discovering the legacy of a number of photographers from the mid-twentieth that historiography has related until now
HC (hortus conclusus)
Get PDFHC stands for hortus conclusus, a Latin term that means “enclosed garden”.In the HC series, the principles of medieval art with regard to pictorial space and perspective are applied to photography. In the Middle Ages, many images were rendered in parallel perspective; the viewpoint is always elevated. I have employed these spatial representations in my images.
You will find these principles in many images of gardens in medieval book illustrations. Linear perspective was not developed until the Late Middle Ages; prior to this, artists employed multiple perspectives. These did not obey a particular spatial logic; instead, the available perspectives served a narrative purpose. If the narrative required a scene to be set in a particular place, this space was “opened out”, while the remaining space was shown as a flatter plane.
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Photocreation as a propeller to upcoming new urban and spatial utopias
Get PDFFrom its invention to nowadays, the act of drawing regarding architecture, has mostly played the role of strictly describing spaces. The arrangement of rigorous lines in order to describe a space just as exact as it can be, so its outcome walks the closest to what was envisioned by the artist.
Thus, a parallel between the way the drawing, understood as a tool, sets the overly pragmatic frame within the production of space expresses itself today, and the contemporary paralysis regarding the hypothetical upcoming of new utopias.
Therefore, the essay proposes the architectural drawing, mainly through the photo creation technique, in other words the combination of photography with graphic edition, also as a possible tool to propel to a state of creative design process, establishing relations with the work of Rossi, Piranesi, De Chirico, the Archigram group and others, and highlights the necessity of upcoming new urban and spatial utopias to the constant development of the discipline, just as it may be observed throughout its history
Ringroad (Houston), 2005: The Construction of an Image
Get PDF“Our eyes convey to us a surface image of things around us, and the mind processes the viewed objects into ideas and creates an inner world that we interpret in the most varied of ways”[1].
Travel
A few days after hurricane Rita in 2005, I drove east of Houston, anxious to see the effects of this force of nature on the landscape through which we had travelled a few months earlier. I imagined emptiness, void and ruin, but the fragility of the landscape was only exposed by the debris of human interventions – upturned electricity polls, collapsed trailers, car parts and bent corrugated steel panels. The landscape itself was not really affected – it looked the same as I had seen it before; quiet and resilient. It had become a backdrop for the scattered debris.
When I see the image that I made later that day, nothing of this comes to mind. The image of the golden office block on the ringroad at the periphery of Houston has absorbed new references and new meanings. It has become abstracted, losing any relation to the place and time of its making, and relating now instead to other images made before and after.
The Sequence (Landscape and Architecture in an Image)
The chronological sequence represented in this book comprises a series of images in loose dialogue with each other. The sequence was made in 2005 and concentrated on the architecture and man-made landscape of the “American West’. I started out photographing the man-made landscape of the Netherlands, during studies of architecture and design for public space, using photography as a way to “make space’. Dutch landscape is compact, controlled and fully designed; the architecture of the Dutch landscape resembles the architecture of buildings; Dutch landscape is itself a designed object. By contrast, the American landscape is experienced through its great scale, openness, and a certain wilderness. There is less control and more redundancy, even abandonment and desolation are allowed to surface and consume territory as part of an economic process. In its default state American landscape is not designed – it is not “architecture” – it is “nature”, or at least perceived as such.
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The invisible villages: Up-to-date Images of Settlement in Spain
Get PDFThe role played by photography in the creation of icons as well as in the dissemination of architecture has been fundamental since the early days of the Modern Movement. Both iconic Kindel’s images of settlement villages in Spain and other archival photographs —created during Franco´s dictatorship for greater propaganda purposes— sparked our curiosity and instilled in us the necessity to see with our own eyes those architectures which have remained not only unknown for a non-specialised public, but also somehow invisible outside strictly academic realms. Urban planners that would later become key figures in the Spanish architecture of modernity carried out these innovative, experimental projects on the basis of the observation of the popular and the anonymous, consciously departing from the grandiose rhetoric of the time. We believe it is necessary to examine what has become of the INC’s colonisation programme, and thus highlight a fundamental episode in our recent history which brought about the main migratory movement in 20th-century Spain. Such a task seems to us particularly significant at this point in time in which architecture is being redefined (as was the case with Spanish architecture in the 50s and the 60s), and sustainability and the social function of architecture are highly topical subjects. In this vein we have revisited these settlements and we have documented, with a contemporary gaze, the legacy left by the construction of a new memory upon the already colonised architecture. It is our aim to make visible and announce such legacy to the general public as well as to its own inhabitants, so that these villages cease to be mirages amidst a transformed landscape
Aprender a ensinar gramática com abordagens inovadoras: Uma experiência de flexibilidade curricular no ensino superior
Get PDFA unidade curricular Oficina de Gramática da Língua Portuguesa (OGLP) prepara futuros professores para o ensino da gramática nos níveis de escolaridade obrigatória. Rompendo com as limitações naturais de práticas pedagógicas cristalizadas, o trabalho pedagógico da OGLP tem procurado operacionalizar uma «conceção isomórfica de formação como projeto» (Formosinho & Niza, 2009: 123), tendo em vista a preparação de professores para um paradigma de ensino-aprendizagem baseado em competências, com autonomia para responder aos desafios pedagógico-didáticos atuais e futuros. A especificidade do seu objeto de trabalho e das suas finalidades legitimam a implementação de dinâmicas de trabalho associadas ao problem-based learning. Neste artigo, descreve-se o modelo pedagógico na base do funcionamento desta unidade curricular da Faculdade de Letras da Universidade do Porto, focando os tópicos seguintes: a descrição, justificação e fases de operacionalização da estratégia pedagógica, a coordenação dos processos de ensino, aprendizagem e avaliação, o esforço requerido aos estudantes em relação ao número de ECT, as componentes de inovação pedagógica, os resultados obtidos e o desenvolvimento científico realizado até ao momento
Formação de professores e projetos de cooperação internacional em Angola: Reflexões a partir de três casos de estudo
Get PDFA globalização afeta sobremaneira os Estados-Nação, levando-os a ter agendas e objetivos similares. Falando de globalização e educação, é inevitável reconhecer o papel de organismos internacionais que influenciam as políticas educativas nacionais, nomeadamente na produção e circulação de ideias, projetos e agendas políticas. Em Angola, existem diversos projetos de cooperação, a maioria deles de cooperação bilateral. Neste artigo pretende-se abordar a forma como os projetos de cooperação internacional influenciam as conceções e práticas de formação inicial e contínua de professores em Angola. Para isso, perscrutaram-se esses efeitos em três províncias, Benguela, Cabinda e Kunene, com uma metodologia de natureza qualitativa. Os resultados aqui apresentados decorrem de análise documental e entrevistas semiestruturadas realizadas a responsáveis das respetivas Direções Provinciais de Educação. Apesar de serem muito distintas, o funcionamento do sistema educativo nestas províncias é muito semelhante, com reflexos principalmente na formação de professores. Os parâmetros definidos para a melhoria da formação de professores aparecem, por um lado, fortemente influenciados pelos projetos de cooperação internacional nas suas conceções e práticas e, por outro, com formas de implementação pouco sistemáticas e pouco eficientes. Com base em algumas tendências diferenciadoras encontradas, sugere-se a necessidade de monitorização e recontextualização da formação de professores em Angola
Participatory research and commitment with social change: Dialogues with Paulo Freire
Get PDFA partir de uma experiência de investigação militante com Teatro do Oprimido, no quadro das mobilizações sociais contra a austeridade, em Portugal, exploram-se diálogos e aproximações à obra de Paulo Freire, mais concretamente à sua proposta de investigação participativa. Refletindo-se sobre as possibilidades e as limitações dessa pesquisa, procura-se tecer caminhos que tornem possível uma outra forma de fazer ciência, mais comprometida com a transformação do mundo.Starting from an experience of militant research with Theatre of the Oppressed, in the context of social mobilizations against austerity, in Portugal, we explore dialogues and approaches to Paulo Freire’s work, more concretely to his proposal of participatory research. Reflecting on the possibilities and limitations of this research, we try to find ways that make possible another way of doing science, more committed to the transformation of the world
Basic human and social rights and the democratic school on the European (semi)periphery
Get PDFThis article1 is part of a recently published case study of a school (with youth from 10 to 16 years of age) located in the Northern Coastal region of Portugal. The title of this case study is Escola e Aprendizagem para o Trabalho num Pais da (Semi)periferia Europeia (Stoer & Araújo, 1992). On the basis of 4 years of participative school-based research, carrying out what one author has termed «critical ethnography» (Anderson, 1989), it is argued in this study that mass schooling in Portugal is simultaneously in the process of consolidation and crisis. In this article one defends the idea that this fact (by promoting within the school other attitudes, values and beliefs than those normally identified with mass schooling) may provide the basis for promoting educational change in Portugal.
1 Paper presented at the VIII World Congress of Comparative Education, Prague, Czechoslovakia, July 8-14, 1992.This article1 is part of a recently published case study of a school (with youth from 10 to 16 years of age) located in the Northern Coastal region of Portugal. The title of this case study is Escola e Aprendizagem para o Trabalho num Pais da (Semi)periferia Europeia (Stoer & Araújo, 1992). On the basis of 4 years of participative school-based research, carrying out what one author has termed «critical ethnography» (Anderson, 1989), it is argued in this study that mass schooling in Portugal is simultaneously in the process of consolidation and crisis. In this article one defends the idea that this fact (by promoting within the school other attitudes, values and beliefs than those normally identified with mass schooling) may provide the basis for promoting educational change in Portugal.
1 Paper presented at the VIII World Congress of Comparative Education, Prague, Czechoslovakia, July 8-14, 1992