FCH3-Livros (ou partes, com ou sem arbitragem científica)
URI permanente para esta coleção:
Livro científico ou capítulo de livro científico ou obra que resulte de investigação
a) livro científico, com arbitragem científica, ou exposição com carácter individual e com comissariado ou direcção de trabalho performativo, com relatório avaliadob) capítulo de livro científico, com arbitragem científica, ou exposição em evento colectivo com comissariado ou participação em trabalho performativo, com relatório avaliado
c) livro científico, sem arbitragem científica, ou exposição com carácter individual e com comissariado ou direcção de trabalho performativo, sem relatório avaliado
d) capítulo de livro científico, sem arbitragem científica, ou exposição em evento colectivo com comissariado ou participação em trabalho performativo, sem relatório avaliado
Navegar
Percorrer FCH3-Livros (ou partes, com ou sem arbitragem científica) por Objetivos de Desenvolvimento Sustentável (ODS) "04:Educação de Qualidade"
A mostrar 1 - 6 de 6
Resultados por página
Opções de ordenação
- Adult education in times of crisis and change: perspectives on access, learning careers and identitiesPublication . Paulos, Liliana; Merrill, Barbara; Valadas, Sandra; Galimberti, Andrea; Fragoso, AntónioThis book emerges from a conference held at the University of Algarve in Faro,Portugal, in July 2022 by the European Society for Research on the Education of Adults (ESREA) Access, Learning Careers and Identities Network. Researchers from across Europe came to discuss and share ideas about adult education in times of crisis and change. In 2022 the world was still immersed in a global period of change and crisis caused by the COVID-19 pandemic and the theme of the conference reflected this situation. However, it was not the first time the network’s conference has focused on change in adult education. Looking back at the 2013 conference of the network in Linkoping, Sweden, the theme was ‘Times of Change: The role of adult education in times of crisis’. The notion of ‘times of change’ has become relevant again as a result of the pandemic and its effects on adult education, and the lives of both adult students and adult educators. Issues of crisis and change, therefore, emerge over time albeit in a different context.
- Beyond the score: exploring the intersection between sociodemographics and linguistic features in english (L1) writing placementPublication . Da Corte, Miguel; Baptista, JorgeThis study examines the intersection of sociodemographic characteristics, linguistic features, and writing placement outcomes at a community college in the United States of America. It focuses on 210 anonymized writing samples from native English speakers (L1) that were automatically classified by Accuplacer and independently assessed by two trained raters. Disparities across gender and race using 40 top-ranked linguistic features selected from Coh-Metrix, CTAP, and Developmental Education-Specific (DES) sets were analyzed. Three statistical tests were used: one-way ANOVA, Tukey’s HSD, and Chi-square. ANOVA results showed racial differences in nine linguistic features, especially those tied to syntactic complexity, discourse markers, and lexical precision. Gender differences were more limited, with only one feature reaching significance (Positive Connectives, p = 0.007). Tukey’s HSD pairwise tests showed no significant gender group variation but revealed sensitivity in DES features when comparing racial groups. Chi-square analysis indicated no significant association between gender and placement outcomes but suggested a possible link between race and human-assigned levels (χ 2 = 9.588, p = 0.048). These findings suggest that while automated systems assess general writing skills, human-devised linguistic features and demographic insights can support more equitable placement practices for all students entering college-level programs.
- A Imagem do Inferno. Leitura ecocrítica de Uma Noite Com o Fogo, de António Manuel VendaPublication . Nogueira, Adriana; Carvalho, Ana Cristina; Quinteiro, Sílvia; Constâncio, NatáliaCom uma leitura ecocrítica de Uma Noite com o Fogo (2009) de António Manuel Venda, procura-se realçar a presença dos conceitos de land affect e da falsa dicotomia «local/global», bem como demonstrar como se pode abrir caminhos para a corrente chamada «Ecosofia Transpessoal» (onde se pode incluir a «Ecologia Profunda»). A ligação à terra, a empatia, o conhecimento do lugar e a memória constroem esta novela, que, apesar de assumir características autobiográficas, permite que a experiência individual seja extrapolada para a coletiva. A ficção reúne, ainda, características do género suspense, que tanto mais sobressai quanto se sabe que o final é do domínio da realidade objetiva e do conhecimento geral – os incêndios de Monchique, em 2003
- Mito de Perséfone no espaço familiar de Armando CorreiaPublication . Nogueira, Adriana; Furtado, Rodrigo; Rodrigues, Nuno Simões; Lóio, Ana; Valério, João PauloO artigo analisa a receção do mito de Perséfone na obra de Armando Correia, integrada no espaço doméstico do artista. A análise cruza fontes clássicas com a leitura visual e espacial da obra. Defende-se que a mitologia desempenha um papel estruturante no discurso estético do artista, contribuindo para os estudos de receção clássica fora do contexto museológico.
- Older men´s perceptions on nonformal and formal activities in the communityPublication . Vilhena, Carla; Valadas, Sandra; Fragoso, António; Vieira, Cristina C.; Ostrouch-Kaminska, JoannaThe demographic landscape of Europe is undergoing a profound transformation, with a growing proportion of older adults. In response, European Commission has adopted the Active Ageing policy, aligning with the World Health Organization’s framework, to promote participation among older adults. However, participation in learning activities remains unevenly distributed, often favouring those with higher educational attainment and women. Drawing on Cumulative Advantage and Disadvantage theory, the main aim of this study is to understand if differences and similarities in older men’s perceptions of non-formal and informal activities are shaped by their educational attainment. Using a biographical research approach, we analysed narrative interviews with 54 older men from southern Portugal, alongside with three focus groups with educators and non-formal education providers. Our findings revealed that social class and gender are key factors in influencing older adults’ participation in learning and community activities. Older men with lower educational attainment faced precarious work conditions, financial instability, and limited engagement in learning activities. In contrast, those with higher educational attainment benefited from cultural engagement and social capital, being more involved in learning activities. Gender also influenced community participation, with older women favouring structured learning and older men favouring informal, community-based activities. Community activities seem to be a way for women to leave traditional domestic spaces and to express changes in their daily lives. The lower participation of men in such activities can be explained by social class, but also by the gendered nature of different spaces. Men tend to seek out safe, predominantly male spaces and avoid mixed education and learning spaces. Both situations stem from patriarchal dominance in private relations and a more nuanced relative dominance in community/societal relations.
- Teaching restoration of historical gardensPublication . Castel-Branco, Cristina; Azambuja, Sónia TalhéIn the 1980s and 1990s, the field of Landscape Architecture focused on developing theories and methods for restoring historic gardens. These efforts were supported by universities, heritage protection institutions, and professionals, and they served as a basis for more rigorous and authentic restoration interventions. The International Committee for Historic Gardens, part of the International Council on Monuments and Sites (ICOMOS/IFLA), created the Charter of Florence in 1981, and it was adopted by ICOMOS in 1982, establishing principles for the protection and preservation of historic gardens. In 1992, the cultural landscape category was also established as part of the World Heritage List created by UNESCO, and the Historic Gardens Committee became part of the Scientific Committee for Cultural Landscapes at ICOMOS (Fowler, 2003). In Portugal, theoretical principles based on the Florence Charter were discussed and used to restore historic gardens (Castel-Branco, 1999) and incorporated in the Universities of Lisbon and Évora teaching programmes. In 1989, the Instituto Superior de Agronomia (ISA), School of Agriculture of the University of Lisbon also began teaching the restoration of historic gardens1 within the course of History of Garden Art II in the Landscape Architecture programme, drawing on the theories and practices of the National Trust of England (Watkins & Wright, 2007; Harney, 2014), a private foundation in the United Kingdom with expertise in restoration, management, and enhancement of properties in England, as well as the concepts of the Florence Charter (ICOMOS, 1981/1982).