‘Our team will definitely win the cup’: the Keralan support of Brazil and Argentina during Men’s World Cup 2022

At the end of 2022, the FIFA Men’s World Cup took place in Qatar, and Argentina won its third title. Among thr worldwide supporters, India, a nation that had never played at the event, caught my attention. This study focuses on the state of Kerala, a mainly rural zone in Southwest India, and its massive support for Brazil and Argentina. After a literature review on football in India, the globalization of football, and team rivalries, the study analyzes a few English-written news articles to understand such manifestation of fandom in Kerala, and focuses on the giant cut-outs to find the answer as to why Brazil and Argentina are the teams who received the biggest support. It concludes that the said support has social, political, mediatic, identitarian, and religious roots. The article ends with the question as to how these manifestations differ in different countries, states, championships, and religions.info:eu-repo/semantics/acceptedVersio

Curricular articulation in higher education: an experience in initial teacher education

Curricular Articulation (CA) is undoubtedly a fundamental practice in the teaching-learning process. On the one hand, the construction of effective and solid knowledge implies holistic approaches at the level of disciplinary contents; on the other hand, it also implies a transversal intervention regarding the skills and abilities to be developed by students. Therefore, we advocate for a dynamic curricular conception in an integrative perspective to enable the promotion of significant learning. Based on these assumptions, this text is the result of an experiment conducted with 3rd year Basic Education students in a Polytechnic Institute in the North of Portugal in the academic year of 2019/2020. In this period, CA was carried out in two Curricular Units: one in the field of Portuguese Didactics, and the other one under internship conditions in Initiation to Professional Practice 3. By analyzing the study cycle, it is clear that there are contact points in terms of skills and content in this training process, which explains this experiment. Furthermore, the interconnection of knowledge, which will influence the students’ pedagogical practices in the future by providing them with experiences, is also considered fundamental. In methodological terms, this is an exploratory study, since it is the first experiment in this Curricular Unit involving both students and teachers. The results allow one to conclude that CA is seen in a very positive light by students, and it is undeniably an experience to be repeated by teachers. Students highlight the possibility of carrying out tasks, evaluative and reflective moments mutual to both Curricular Units, which allow them to articulate learning. In this sense, they consider the mobilization of knowledge, capacities, and skills relevant to both areas of utmost importance. They also highlight the use of certain resources which, built within the scope of one Curricular Unit, are (re)adapted in the light of the other, therefore enabling constant reorganization processes of high significance for future education professionals. In the same way, they also mention the development of significant learning which contributes to the construction of knowledge they consider fundamental. Furthermore, they consider this articulation to be necessary, as it allows them to experience model situations that can be mobilized for their future practice. The teachers mention the collaborative work involved as a strong point, namely in the planning of lessons and in the structuring of resources, highlighting the possibility of (re)building knowledge together.B217-9560-A2C5 | Ana Raquel Costa AguiarN/

Critical thinking: an experiment in initial teacher education

It is undeniable that educational institutions play an important role in any society’s development. It is expected for schools to contribute to people’s development in a whole, as well as to prepare students for the personal, professional, social, and economic challenges that a constant changing world demands. Such form of education involves building knowledge, developing dispositions, values, abilities, and skills, so that individuals can have a holistic understanding of the world, while also knowing when and how to act in all life’s challenging situations. Being aware of how to think and act critically from early on is particularly decisive in initial teacher education curricula, especially in the Curricular Unit “Initiation to Professional Practice 3”, which was attended by 3rd year students of Basic Education of a Polytechnic Institute in the North of Portugal, in the 2020/2021 academic year. This was achieved throughout appropriate strategies and methodologies, which were able to promote: (1) the development of the students’ critical skills, who will ultimately become future education professionals; (2) the development of the students’ sensitivity to understand the decisive role they have in shaping their potential students’ future; and (3) their empowerment as promoters of critical thinking. It was the first time that students and teachers worked in this Curricular Unit and, therefore, from a methodological point of view, it was openly and experimental endeavour. Based on the resources and guidelines made available, and after carrying out various training actions with children ranging between three and 10 years old, in this experiment, future teachers were suggested to identify different educational contexts and practices and were proposed to carry out an analysis, an evaluation and a reflection of and on several parameter Based on the resources and guidelines made available, and after carrying out various training actions with children ranging between the ages of three and 10, in this experiment, future teachers were suggested to identify different educational contexts and practices while also being advised to carry out an analysis, an evaluation and a reflection of and on several parameters Data were mainly collected from written records made by students and from conversations between them and/or between students and teachers. All of these took place in the classroom, where all tasks were monitored. By analysing the collected data, it was made clear that the cognitive processes were highlighted during the resolution of the aforementioned tasks. That said, a few higher-level tasks were performed with certain difficulty by the students. They have reacted positively to these tasks, even though they have often focused on the content of the work instead of focusing on the skills as expected. Students have valued the opportunity to get to know different contexts, as well as various educational resources and model practices that could be applied in their future careers. By recognizing the importance of training selective, assertive, and thoughtful professionals, the teaching team believes that the Curricular Internship Units allow students to reflect critically about several aspects that relate, either directly or indirectly, to education, as well as to the sharing of exemplary, inspiring, challenging, innovative, and context-appropriate educational practices, experiments and resources.B217-9560-A2C5 | Ana Raquel Costa Aguiarinfo:eu-repo/semantics/publishedVersio

Los discursos concurrentes que se convirtieron en rumor. La designación como ejercicio de poder

Tomando como referencia empírica el modo por el cual las instituciones públicas de sa-lud en Brasil reaccionaron a la intensa ola de informaciones no autorizadas que se propa-gó durante la epidemia del virus del zika y sus consecuencias neurológicas, de 2015 a 2016, el texto problematiza la designación de los discursos divergentes como “rumores”. A partir de un acervo apoyado en la idea de la comunicación como un mercado simbólico y en la designación y modo de visibilidad como condición y modo de existencia pública, se discuten los enfrentamientos discursivos en torno a algunos temas polémicos, proponien-do el encuadramiento de los rumores como discursos concurrentes. El principal argu-mento para ello es que el encuadramiento de esos discursos como rumores es una estra-tegia que apunta a su descalificación y que la práctica caracteriza una forma de ejercicio de poder discursivo identificada con núcleos que por alguna razón se consideran voces autorizadas en la ciencia y/o en la salud. En contraposición, discute el reconocimiento de esos discursos como lugar de la pluralidad de sentidos y del flujo de anhelos, expectativas y memorias sociale

A qualitative study on the impact of death during COVID-19: thoughts and feelings of portuguese bereaved adults

As a global threat, the COVID-19 pandemic has been an important factor in increasing death rate worldwide. As the virus spreads across international borders, it causes severe illness, death, and disruptions in our daily lives. Death and dying rituals and customs aid bereaved people in overcoming their grief. In this sense, the purpose of this study was to access thoughts and feelings of Portuguese adults and the impact of the loss in daily life during COVID-19. A structured online questionnaire was applied (snowball sampling) and qualitative data on death and mourning namely the impact of the loss in daily life, was collected. One hundred and sixty-six individuals have lost someone since the beginning of the pandemic and were included. Analysis was inspired by Braun and Clark’s content analysis. Most participants were female (66.9%), the median age was of 37.3 years, and 70.5% had a high education degree. Moreover, 30.7% of the participants present anxiety symptoms and 10.2% depression symptoms. The answers of studied participants gave insights on the extent of the loss in day-to-day life and four thematic themes were found: (1) The perceived inadequacy of the funeral rituality, (2) Sadness, fear and loneliness, (3) Changes in sleeping and concentration and increased levels of anxiety and (4) Concerns regarding the pandemic situation. We found a high prevalence of anxiety and depression symptoms in the study sample. Also, the changes in post mortem procedures, have shown to be of great importance in the mourning procedure of the participants

Grief and mourning during the COVID-19 pandemic in Portugal

Grief and Mourning during the COVID-19 Pandemic in Portuga

Competencias sociales y digitales del alumnado de las Aulas de Mayores en la ULPGC

Esta es una investigación sobre los programas y estudios de la Universidad para la población mayor de 55 años. Este estudio fue realizado en el año 2009 con el título: "Competencias sociales y digitales de los programas universitarios de las aulas de mayores en la universidad española: una perspectiva desde el aprendizaje colaborativo y cooperativo y las TIC”. El objetivo principal fue analizar las habilidades que el alumno de estos programas deben desarrollar a fin de mejorar su calidad de vida y su integración en la sociedad de la información y el conocimiento. Por lo tanto, basado en el concepto de aprendizaje permanente. Nos centramos en ocho competencias básicas que definen la "Recomendación del Parlamento Europeo y del Consejo sobre las competencias clave para el aprendizaje permanente" (2005): ‘las habilidades sociales (interpersonales y cívicas)’ definida como las habilidades y estrategias psico-cognitivas que ayudan al individuo en los procesos de la interacción social y la ‘competencia digital’ definida como las habilidades y estrategias para el uso seguro y crítico de las tecnologías de la sociedad de la información en las áreas de trabajo, el ocio y la comunicación.This is a research about the university programs and courses of the population above 55 years old. This study was made in the year 2009 with the title: "Social competences and digitals of the university programs of the adult classrooms in the Spanish university: a perspective from the collaborative and cooperative learning and ICT”. The main aim was to analyze the abilities that the student of this programs should develop in order to improve their quality of life and their integration into the society and knowledge information. Therefore we based on the concept of lifelong learning. We focus on eight core competencies that define the “Recommendation of the European Parliament and Council on key competences for lifelong learning” (2005): ‘social skills (interpersonal and civic)’ defined as skills cognitive psycho and strategies that help the individual in processes of social interaction and ‘digital competences’ defined as skills and strategies for safe use and critical technologies of the Information Society in the areas of job, leisure and communication

Influence factors of culture of intelligence in organizations

Organizations have recognized intelligence processes to deal with uncertainties, anticipate and better direct their decisions, aiming at greater competitiveness and sustainability. Among the influencing factors in these processes, culture, built by values, standards and behaviors,is strongly highlighted. In order to identifywhichcharacteristics are presentin the culture of intelligence, we exploredifferent elements coveredin the literature. Studies point to cultural factors of leadership, communication, trust and collaboration, learning, and an orientationto the future and innovation as capable of influencing the intelligence processes. Aiming to identify factors of organizational culture that can influence intelligence processes in organizations, a SLRwas carried out to form the construct “intelligence culture”, with validation by specialists, via Card Sortingand Delphimethod. As a result, factors as leadership, appropriate communication and team awareness were identified. In terms of theoretical contribution, this study identifies the organizational culture factors which can influence the intelligence processes, uniting findings from the literature and the intelligencespecialists’ opinions. It also proposes an instrument that can serve as a reference for future studies of culture factors and intelligence in organizations. In practical terms, organizations can diagnose and think strategies that develop the organizational culture in their processes.Organizações têm reconhecido processos de inteligênciapara lidar com incertezas, antecipar e melhor encaminhar suas decisões, visando maior competitividade e sustentabilidade. Dentre os fatores influenciadores no êxito desses processos, a cultura, construída por valores, padrões e comportamentos,é fortemente apontada. Para identificar quais características são apresentadas na cultura de inteligência, exploramos diferentes elementos apontados na literatura. Estudos apontam fatores culturais comoliderança, comunicação, confiança e colaboração, aprendizadoeorientaçãopara o futuro e inovação como capazes de influenciar osprocessos de inteligência. Com o objetivo de identificar fatores da cultura organizacional que podem influenciar os processos de inteligência nas organizações, foi realizada uma RSL para formar o construto “cultura de inteligência”, com validação por especialistas, via Card Sorting e método Delphi. Como resultado,fatores tais como liderança, comunicação apropriada, e consciência da equipe foramidentificados. Em termos de contribuição teórica, o trabalho identifica fatores da cultura organizacional que podem influenciar os processos de inteligência, unindo achados da literatura e opiniões de especialistas em inteligência. Propõe igualmente um instrumento que pode servir de referência para estudos futuros de inteligência e cultura nas organizações. Em termos práticos, as organizações podem diagnosticar e pensar estratégias que desenvolvam a cultura organizacional em seus processos.Organizaciones cuentan con procesos de inteligencia reconocidos para hacer frente a incertidumbres, anticipar y orientar mejor sus decisiones, apuntando a una mayor competitividad y sostenibilidad. Entre los factores que influyen en estos procesos, se destaca fuertemente la cultura, construida por valores, estándares y comportamientos. Para identificar qué características están presentes en la cultura de la inteligencia, exploramos diferentes elementos cubiertos en la literatura. Los estudios apuntan a factores culturales de liderazgo, comunicación, confianza y colaboración, aprendizaje y orientación hacia el futuro y la innovación como capaces de influir en los procesos de inteligencia. Con el objetivo de identificar factores de la cultura organizacional que pueden influir en los procesos de inteligencia en las organizaciones, se realizó una RSL para conformar el constructo “cultura de la inteligencia”, con validación por especialistas, vía Card Sorting y método Delphi. Como resultado, se identificaron factores como liderazgo, comunicación adecuada y conciencia del equipo. En términos de aporte teórico, este estudio identifica los factores de la cultura organizacional que pueden influir en los procesos de inteligencia, uniendo los hallazgos de la literatura y las opiniones de los especialistas en inteligencia. También propone un instrumento que puede servir de referencia para futuros estudios de factores culturales e inteligencia en las organizaciones. En términos prácticos, las organizaciones pueden diagnosticar y pensar estrategias que desarrollen la cultura organizacional en sus procesos