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Saltando e avançando através do otimismo cruel do trabalho de justiça racial nas escolas
Full text linkDuring the Coronavirus pandemic in 2020, the public execution of George Floyd by a white police officer brought global attention to structural racism. In England, this prompted some students and staff to confront racism in their schools. In response, institutions sought structured programmes to address race inequality and avoid complicity in racism. This paper explores the experiences of teachers and school leaders in England participating in the two-year Anti-Racist School Award programme at Leeds Beckett University. The study examines participants’ motivations, knowledge, and lived experiences as they pursue recognition for their schools’ efforts to combat structural racism. Using in-depth interviews, reflections, and a focus group, findings highlight how professional and personal resources vary, particularly within the tense social climate following Floyd’s murder and the rise of racist and xenophobic rhetoric in politics and media. Key themes include participants’ engagement with the Anti-Racist School Award process, perceptions of the current crisis compared to past racial crises, and the tension between viewing racism as a relic of the past versus acknowledging its ongoing presence. The study concludes with three recommendations for sustaining motivation and navigating the challenges of anti-racism work, emphasising the importance of maintaining an anti-racist perspective in educational leadership.Durante a pandemia do Coronavírus em 2020, a execução pública de George Floyd por um agente de polícia branco chamou a atenção mundial para o racismo estrutural. Em Inglaterra, este acontecimento levou alguns estudantes e profissionais a confrontar o racismo existente nas suas escolas. Em resposta, as instituições procuraram programas estruturados para combater a desigualdade racial e evitar a cumplicidade com o racismo. Este artigo explora as experiências de professores e dirigentes escolares em Inglaterra que participaram, durante dois anos, no programa do Prémio Escola Antirracista da Universidade de Leeds Beckett. O estudo examina as motivações, os conhecimentos e as experiências vividas pelos participantes, ao mesmo tempo que procuram obter o reconhecimento dos esforços das suas escolas no combate ao racismo estrutural. Recorrendo a entrevistas de profundidade, a reflexões e a um grupo de discussão focalizada, os resultados destacam a forma como os recursos profissionais e pessoais variam, particularmente no clima social tenso que se seguiu ao assassinato de Floyd e ao aumento da retórica racista e xenófoba na política e nos meios de comunicação social. Os temas principais incluem o envolvimento dos participantes no processo do Prémio Escola Antirracista, as perceções sobre a crise atual em comparação com crises raciais passadas e a tensão entre perspetivar o racismo como uma relíquia do passado e reconhecer a sua presença contínua. O estudo conclui apresentando três recomendações para manter a motivação e enfrentar os desafios do trabalho antirracista, sublinhando a importância de manter uma perspetiva antirracista na liderança educativa
The experience of mature students in Portuguese higher education
Full text linkA preocupação com o acesso de diversos públicos ao ensino superior (ES), a nível europeu, fundamenta o discurso de políticas como a via especial para estudantes “maiores de 23” (M23) em Portugal. Este artigo tem como objetivo contribuir para ampliar o debate a respeito do acesso, e vivências, de estudantes M23 ao ES e compreender efeitos dessas vivências/experiências na sua vida pessoal e profissional. Procedeu-se a uma revisão de literatura em bases de dados como o Repositório Científico de Acesso Aberto de Portugal, SCIELO e os repositórios das 11 universidades públicas portuguesas, de artigos publicados no período de 2009 a 2023. Conclui-se que o acesso de estudantes M23 no ES pode ser uma ferramenta poderosa para promover justiça social e democratização, contudo ainda existem desafios em termos de adaptação das instituições de ES às necessidades desse público. Quanto aos efeitos identificados, a literatura identifica o desenvolvimento de competências transversais, avanços na carreira e rendimento, fortalecimento da identidade pessoal e profissional, aumento da autoconfiança, enriquecimento cultural e valorização da aprendizagem ao longo da vida.Concerns about access to higher education (HE) for different publics at European level underpin the discourse on policies such as the special admission route for “over 23” (M23) students in Portugal. This article aims to contribute to broadening the debate on M23 students’ access to, and experiences within, HE and to understand the effects of these experiences on their personal and professional lives. A literature review was carried out using databases such as the Scientific Open Access Repository of Portugal, SCIELO, and the repositories of the eleven Portuguese public universities, focusing on articles published between 2009 and 2023. It is concluded that access to HE for M23 students can be a powerful tool for promoting social justice and democratisation; however, challenges persist regarding the ability of HE institutions to adapt to the needs of this population. In terms of identified effects, the literature highlights the development of transversal skills, career and income progression, strengthening of personal and professional identity, increased self-confidence, cultural enrichment, and the valuing of lifelong learning
The Melancholy of Images: Reassessing the Value of Photography
Full text linkOne of the main questions currently facing the world of image production, particularly in photography, is its relevance—more explicitly, its raison d’être within a landscape marked by total saturation.
In a global context where the most widely used device in contemporary societies is the smartphone and where images are predominantly published on social networks—where the vertical format has been adopted to match the standardized scrolling format—photography appears to be experiencing a crisis comparable to that which painting underwent, not when photography was invented, but when image-making became commonplace with pointand- shoot cameras, such as Sony’s 1964 Handycam. A seminal exhibition like The Photographer’s Eye, conceived by John Szarkowski for the Museum of Modern Art in New York in 1966, which juxtaposed vernacular photography with images created by Photographers (with a capital P), would have no place today because the flow of images has exhausted the possibility of judgment. Moreover, the radical democratization of devices precludes any comparative overview, and the field of authorial photography has absorbed all the paraphernalia of technical errors, indecisions, and a vernacular passion that has intensified since the 1950s, from the nomadic gaze of Robert Frank to the conceptual functionality of Ed Ruscha, Dan Graham, or Andy Warhol.
Curiously, if, in the first instance, the primacy of technology was the response found by authors— whether through the advent of digital media or the possibilities afforded by large-format prints, which imported into photography a corporeality that previously belonged to painting (or to communication, as was the case with the Russian avant-gardes from the early 1920s)—the widespread use of high-resolution portable image-capturing techniques, coupled with the capacity for image storage, has produced a contrary and unexpected effect: a nostalgic return to analogue techniques, a renewed sensitivity to the sophistication of printing (as evidenced by the resurgence of platinum printing, for instance), and a renewed importance of the photobook, often in the form of an artist’s book, with all the multiplicity of possibilities that such a format can entail.
On the other hand, the disassociation of photography from the notion of an “exemplary image”, mainly through the use of seriality, has introduced into the photographic universe—especially since the 1970s—a notion that the image is always a system of interdependencies, blurring the epistemological boundaries of the photographic field or subsuming it into the broader realm of artistic image production.
Photography is thus undergoing a profound crisis, but not one of identity (which has long been examined and pondered by practitioners and commentators alike), but one of relevance: Why is it important to produce new images?
The answer can only be addressed by producing images that consciously strive to exist on the fine line between their representational quality, their interrogation of the relationship with the viewer, and how they deal with the physical, material, and embodied melancholy of their presence. In this sense, the path for photography can only reside in the complexity of the material production process of the image, which, to justify its existence, must be the outcome of an epistemological process of editing that might culminate in images whose scale, medium, hapticity, or required distance transform them into relevant images.
Frequently, the subject matter of images consciously produced within a creative or artistic context is hardly distinguishable from the radically automated images of the smartphone. Sometimes, even their aesthetic, or indeed their technical-representational quality, may be indistinguishable.
The field of photography must, therefore, be approached from the perspective of its destiny as a material image, as an imagistic procedure that confronts, through its precise scale, its exact pagination in a book, the rigour of its editing, and the materiality of its presence, an engaged viewer.
It is in this sense that the teaching of photography is fundamental—not (or not only) as a historically transversal inquiry into the procedures that can generate images, but as an education towards an economy of relevance for each image, requiring a shared reflection on the equation that anything can be photographed, but the image is not a representation of that thing—it is the result of a process of choices and subtleties that define a relationship.
Cover image: Exhibition of the Contrast project at the Portuguese Centre of Photography (2024
Formação de Pessoas Adultas: Uma Análise em torno da Construção de Identidades Aprendentes em Contexto de Crise
Full text linkNeste artigo analisamos políticas supranacionais e nacionais relativas àformação de pessoas adultas, apontamos algumas medidas e processos prédelimitadosque dessas políticas decorrem e, suportados por uma agenda teórica eum trabalho empiricamente sustentado, confrontamos este registo com os sentidosque as pessoas atribuem à formação. A análise crítica e reflexiva que daqui ressaiprovém da interpretação de que a formação das pessoas adultas pode favorecer maisa construção e reconstrução de identidades aprendentes do que a melhoria das situaçõesde emprego e o aumento dos níveis de empregabilidade. Este registo permitenos,também, desvelar como os sentidos performativos que se afirmam nas políticasde formação não anulam os sentidos vivenciais da/na formação
Nomear, sustentar, nutrir: Tensões, resistências e possibilidades da Educação, Antirracismo e Decolonialidade
Full text linkIn the spring of 2024, we issued a call for a thematic number titled “Education, antiracism and decoloniality: tensions, resistances, and possibilities” as part of Educação, Sociedade & Culturas [Education, Society & Cultures], a multilingual journal of CIIE – Centre for Research and Intervention in Education of the Faculty of Psychology and Education Sciences of the University of Porto, Portugal, as a result of an open call for special issues promoted by the Journal. At the time, the call for contributions stated that, in the face of particularly vicious contemporary colonial and racist violence, it is vital to call upon all antiracist and decolonial powers to understand current struggles and envision transformed futures. Keeping engaged in critical reflections about antiracist and decolonial struggles seems more necessary than ever as contexts become more urgent and demanding, and we witness a growing – and increasingly more explicit – backlash against diversity, antiracism and decoloniality.In the spring of 2024, we issued a call for a thematic number titled “Education, antiracism and decoloniality: tensions, resistances, and possibilities” as part of Educação, Sociedade & Culturas [Education, Society & Cultures], a multilingual journal of CIIE – Centre for Research and Intervention in Education of the Faculty of Psychology and Education Sciences of the University of Porto, Portugal, as a result of an open call for special issues promoted by the Journal. At the time, the call for contributions stated that, in the face of particularly vicious contemporary colonial and racist violence, it is vital to call upon all antiracist and decolonial powers to understand current struggles and envision transformed futures. Keeping engaged in critical reflections about antiracist and decolonial struggles seems more necessary than ever as contexts become more urgent and demanding, and we witness a growing – and increasingly more explicit – backlash against diversity, antiracism and decoloniality
Right to the City (photo)voices: participatory photography with children in Greater Lisbon
No full textThe study “Voices of the Right to the City” consists of two participatory photography actions conducted in 2018 and 2021 by members of the Group of Socio-Territorial, Urban and Local Action Studies (GESTUAL). These actions involved children of African origin and Roma ethnicity from the self-produced neighbourhood Bairro da Torre in Greater Lisbon, who experienced a rehousing process that began in 2007 and concluded in 2023. Through a description and comparative analysis of the two actions and the data collected and by focusing on the neighbourhoods, housing and play spaces, we aim here to discuss the participants’ perceptions of changes in the places of their everyday lives before and after the rehousing process.Data collected includes the children’s own photographs, which have been obtained through photovoices, and interviews about these photographs, which were conducted through photoelicitation. We also seek to reflect on participatory photography as a research methodology. We argue that participatory photography can foster dialogue between researchers and research subjects, in our case children, offering an opportunity for the collective construction of knowledge. The results of this research highlight the urgent need to (re)think and (re)build cities in a way that ensures the voices of children and other vulnerable groups are heard and considered, thereby contributing to a just transformation of both the city and society
Negative Space and Electric Traces
Full text linkNegative Space and Electric Traces examines the photographic negative both as a technical process and as a broader cultural metaphor. Inverting tone and colour, the negative evokes ideas from mathematics, physics, psychoanalysis, and philosophy, resonating strongly within the visual arts. Bruna Sirgado’s work explores this inversion by transforming images of nature—plants, textures, landscapes—into luminous, otherworldly forms that suggest hidden energies and invite new perspectives on the natural world. Janine Oliveira’s Revive the Electricity focuses on abandoned industrial sites between Tomar and Leiria, employing the “American night” technique to isolate objects once central to electrical power. Her harshly lit images metaphorically revive these forgotten spaces, casting electricity as both memory and life force.
Polytechnic Institute of Toma
O não formal na organização escolar: os grupos de discussão direcionada e as representações dos professores sobre o ensino
Full text linkEste texto surge na sequência de uma investigação realizada no âmbito de uma dissertação de mestrado (Gomes, 2012) a propósito das representações dos professores e do choque de racionalidades na organização educativa. Centrada em temas basilares à educação (missão de escola, documentos estruturantes da organização educativa, avaliação, profissionalidade docente, conflito na organização escolar, papel do diretor, autonomia de escola), foi conferido particular enfoque aos processos que designaremos de aprendizagem não formal da profissão docente, isto é, os mecanismos de construção e reconstrução da profissão docente que não resultem de qualquer processo intencional/formal de desenvolvimento profissional ou de modelagem de normas conduta profissional, mas que se encontrem enraizados no quotidiano societal e sejam partilhados mediante a experiência vivencial, nomeadamente em contexto de trabalho.A estratégia metodológica mobilizada teve por base um estudo de caso instrumental (Stake, 2007), recorrendo aos grupos de discussão direcionada como técnica de recolha de dados empíricos
Narrativas de Vida na Construção da Profissionalidade de um Educador Musical
Full text linkEste artigo pretende, através da visibilização de percursos de vida econceções de educadores musicais na educação pré-escolar e no 1.º CEB, identificarfatores contribuintes para a construção de um educador musical e dimensõesconstituintes da sua profissionalidade, nomeadamente ao nível de dispositivos eprocessos didáticos nesses níveis de educação e ensino. Secundariamente, pretendesetambém contribuir para o desenvolvimento da pesquisa narrativa em educação e,especificamente, em Expressão e Educação Musical, e promover o autoconhecimentodo investigador como educador musical. Do ponto de vista metodológico, foramrecolhidos, narrados e analisados relatos biográficos de dois educadores musicais erealizada uma autobiografia de um educador musical especialista em música, a dopróprio investigador. O estudo permitiu salientar o uso das narrativas biográficascomo metodologia de acesso a práticas e teorias da expressão e educação inerentes àexperiência dos educadores e ainda elucidar o lugar das autobiografias como métodode indagação no desenvolvimento do investigador enquanto tal