FCH3-Livros (ou partes, com ou sem arbitragem científica)
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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
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- O feitiço do ouroPublication . Carvalho, Ana Alexandra Mendonça Seabra da Silva Andrade de; Carvalho, João Carlos Firmino Andrade deO segundo pecado capital da Antologia organizada por Afonso Praça é a Avareza, que ficou a cargo do próprio em “Cenas da Vida Real” (Praça, 2005: 51-65). A avareza parece ser o pecado mortal que menos suscita a nossa indulgência, odiado quase unanimemente. Com maior facilidade, poderíamos admitir vícios como a soberba, a gula, a ira, a luxúria, a preguiça, até mesmo a inveja, mas nunca a avareza. Desprezamos personagens como o Tio Patinhas dos livros de quadradinhos da nossa infância, o Mr. Scrooge da Canção de Natal 2 , o Euclião de Plauto3 , o Harpagon de Molière4 e muitos outros completamente cativados pela febre do ouro. Do latim avaritia, este traço de caráter interessou muitos filósofos e artistas desde a Antiguidade, tendo sido alvo de duras críticas.
- Quatro elogios da preguiçaPublication . Carvalho, Ana Alexandra Mendonça Seabra da Silva Andrade deO sétimo pecado capital da Antologia organizada por Afonso Praça é a Preguiça, que ficou a cargo de Fernando Dacosta em “Reformular a Utopia” (Dacosta, 2005: 153). Ao longo de 15 páginas, o autor desenvolve um texto de natureza ensaística refletindo sobre a Preguiça numa perspetiva positiva, impulsionadora da criatividade e da utopia transformadora. Diz ele: “o português encontra na imobilidade pulsões de criação. Por isso, cultivou as navegações, a poesia, o saudosismo, o messianismo, o fatalismo; por isso, se lava em lágrimas, deleita em desgraças, adia esperas” (Dacosta, 2005: 164). “Fábula de fim de milénio”, segundo o autor, nela se cruzam as simbologias da formiga (produção), do coelho (reprodução) e da lagartixa (inação), de modo a “fazerem hibernar, de vez, a cigarra” (Dacosta, 2005: 167, itálicos nossos).
- Posfácio. As Matinas de Citera segundo Claude CrébillonPublication . Carvalho, Ana Alexandra Mendonça Seabra da Silva Andrade de; Grácio Editor"A Noite e o Momento" ou "As Matinas de Citera", segundo Claude Crébillon. Tradução e posfácio de Ana Alexandra Seabra de Carvalho.
- D’Artagnan no cinemaPublication . Carvalho, Ana Alexandra Mendonça Seabra da Silva Andrade de; Grácio EditorGilmei Francisco Fleck (2010) sintetiza a relação entre cinema e literatura, destacando que, apesar de serem formas de arte distintas – a literatura pelas palavras e o cinema pelas imagens – elas possuem uma relação complexa e enriquecedora. Muitas obras cinematográficas são adaptações de textos literários, o que envolve uma transcodificação de sistemas semióticos, resultando em mudanças na narrativa original, que podem ampliar, reduzir ou modificar o conteúdo. Essa transformação não deve ser vista apenas como fidelidade ao texto, mas como uma nova leitura crítica da obra, com significados que podem expandir-se ou alterar-se. Além disso, o cinema, como arte mais recente, combina elementos de várias outras artes, criando narrativas visuais e sensoriais. Essa interação entre literatura, cinema e, por vezes, a história enriquece a interpretação e promove uma relação produtiva e crítica entre as formas de expressão artística e os factos históricos
- Cassandra: Um poema ecfrástico do blogue de Nuno JúdicePublication . Nogueira, Adriana; Marques, Susana; Silva, Maria de FátimaPartindo das afirmações de Nuno Júdice, de que “a poesia é uma coisa visual” (2018: 60), e de que o que considera “importante num poema ecfrástico (…) é que ele possa também viver sem a imagem que o inspira” (2018: 63), irei debruçar-me sobre o modo como podem (sobre)viver as personagens da Antiguidade na sua poesia ecfrástica, no caso em análise, Cassandra, num meio digital que o poeta criou, entre 2006 e 2008, o blogue A a Z.
- Beyond the destination: Storytelling as a tool for experiential marketingPublication . Campos, Ana Cláudia; Nogueira, Adriana; MetinThe objectives of this Chapter are to: Emphasise the transition of destination marketing to the experiential perspective; Highlight the role of storytelling in destination marketing; Connect destination storytelling to the experiential marketing approach; Showcase stories that differentiate the tourism destination; Discuss the case of Sagres Fortress, Algarve, Portugal.
- Technical and scientific training in the construction of empiresPublication . Faria, Alice Santiago; Conceição, Margarida Tavares da; Araujo, Renata Klautau Malcher deThis book proposes a comparative reading between formal, or non-formal, structures of learning and individual agency abilities, highlighting influences and entanglements in different geographies from multiple spheres of knowledge and practices. “Learning Places” is an expression that intends to underline the very nature of technical and scientific knowledge transmission related to the built environment transformation of imperial colonial areas. This volume proposes an approach that emphasises the crucial role of the connection between individual and institutional levels, forming a complex network of Learning Places. By comparing different case studies in fields of knowledge and transformation of the built environment – military engineering and cartography, among others – the book establishes a comparative frame of the political-scientific enterprise of empires, across geographies and times. Technical and Scientific Training in the Construction of Empires is of key interest to researchers, teachers, and students of a variety of disciplines, including the history of science and technology, architecture and urban studies, and colonial and post-colonial studies.
- 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).
- 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.
- 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.