LIVETUR - The subject is Tourism

The scope of the project “LiveTur - The subject is Tourism” was to address the academic market, bringing content and professionals with experience and expertise in tourism. In the methodological procedures, a case study was used, with qualitative research of an exploratory and explanatory nature. The results enabled the generation of content that was transformed into an archive of fifty videos on a range of topics, including tourism, hospitality, events and gastronomy, giving an opportunity to share knowledge and experience, as well as to present professionals from various sectors of national and international tourist activity

The role of cost accounting in the university performance measurement in Portugal

Cost accounting is aimed at emphasising those elements of costs and profits of original importance to the management board of an organizational unit. Therefore, cost accounting was initially understood as mere collector of costs and profits, using the traditional system of costing everything, a budget with a limited base. Originally, it was designed to calculate real costs with the aim to determine the results. In public organizations, the aim of cost accounting, costs or management, can be summarized as follows: o Obtain information of how costs are found, both the ones corresponding to the internal activities as well as those for external services rendered and the cost realized investments; o Obtain information for cost and control management, with efficiency indicators of how the planned objectives were achieved and the efficient use of available resources. This paper aims at knowing the role of cost accounting in the public sector of higher education, and checks its contribution for the establishment of the management indicators in public institutions of higher education.Cost Accounting, management, indicators, education

Introductory Note

  The present dossier of Revista Lusófona de Educação results from a peer-review selection of the papers presented at the MILT conference - Media Literacy for Living Together: the future of media and learning in participation, held in June 26-28, 2019 at Lusófona University in Lisbon

TRAÇOS DE VIDA E(M) NARRATIVAS DE (TRANS)FORMAÇÃO

Palavras Iniciais Signifier vitalement une vie est un acte vital de création, de co-creatión de traits d'union entre soi et la vie, celle des autres et celle du monde. C'est un acte de naissance, de co-naissance, signant peut-être l'aboutissement ultime d'une des dernières étapes métamorphosants de l'existence. (Gaston Pineau, 2012, p. 184) Neste texto falamos do papel das narrativas na construção da identidade de futuros docentes, tendo em conta a sua natureza dinâmica e biográfica e, portanto, a refiguração que ocorre tendo em conta processos de aprendizagem que acontecem ao longo da vida. Assumindo o quadro da pesquisa biográfica em Educação e a corrente das histórias de vida em formação, incluímos estudos atuais que guiam a investigação que fazemos e orientam, simultaneamente, a docência e a formação que promovemos na universidade

Ser, Cuidado e(m) Formação

Neste texto partilha-se uma reflexão proporcionada pela nossa participação no Colóquio: Cuidado – Pare, Escute, Olhe… E intervenha! Focamos, sobretudo, possibilidades de exploração de sentidos do que pensamos, somos e fazemos, abarcando elementos da nossa experiência e ação quotidiana, na investigação realizada, na docência e no papel que assumimos na formação de professores, sendo o subtítulo o que mais nos orientou

Governança Regional de Turismo da Costa Verde & Mar, Santa Catarina, Brasil: compreendendo sua gestão

A pesquisa em questão tem como escopo compreender a gestão da governança regional de turismo da Costa Verde & Mar (CVM), Santa Catarina, Brasil. Esta região é representativa pela significativa importância no que concerne a geração de renda e emprego, pela sua capacidade de recebimento de visitantes, e infraestrutura relacionada aos seus destinos e atrativos. A região analisada nesta pesquisa é compreendida a partir de quatro dimensões analíticas: organização, relação de poder, informações e ações e resultados. A metodologia utilizada foi de natureza qualitativa de modo exploratório e explicativo, com levantamento dos dados por meio de quinze entrevistas estruturadas junto a representantes dos setores público, privado e terceiro setor, e dos documentos oficiais como leis, decretos, regimentos, estatutos e relatórios. As análises dos documentos foram descritivas, e as entrevistas ocorreram pela análise de conteúdo de Bardin (1977). Os resultados, a partir dos documentos, evidenciaram que a região não possui decreto ou lei específica que possa dar maior sustentação jurídica, mas que possui regimento e estatuto respaldados pelos seus membros. Os resultados apontados pelas entrevistas demonstraram a preocupação com o processo de gestão, afirmando a dificuldade na sua profissionalização, almejando uma gestão com membros que tenham experiência e expertise aliados a conhecimento sobre o turismo.

Mapping the Inclusion of Children and Youth With Disabilities in Media Literacy Research

The way we communicate and make meaning in a complex socio-technical infrastructure demands multiple literacies. Media-literate citizens must be able to create, evaluate and effectively use information, media, and technology. The pandemic context demanded increased online learning and work, highlighting the importance of media literacy in citizens’ lives. Although in recent years, crucial reforms have happened in education for children with disabilities, media education for them is residual and framed on medical concepts neglecting how disability is socially constructed. Aiming to map recent research (2015–2021) in the field of media literacy and children with disabilities, a systematic literature review was conducted. The number of articles obtained from a search for “media literacy and children” in the scientific databases (N = 1,175) supports the relevance of media literacy in research. Filtering these data for “children with disabilities” reveals an inexpressive sample, with 12 articles included in the study after the eligibility phase. The overall results indicate that this population is significantly underrepresented in media literacy research, explained by a low prevalence of studies with disabled children as an audience. Moreover, research designs have shown a greater focus on conceptual approaches, highlighting a deficit of fieldwork and tangible interventions. Strong ableist media discourses emerged as a barrier to the promotion of media literacy in this population, with a clear mismatch between media representations and the current disability paradigms, besides all the positive aspects of the actions registered in the sample

Game creation to promote media and information literacy (MIL) skills in basic education teachers

Within the scope of GamiLearning (2015-2018), an action-research project with the aim of promoting the critical and participative dimensions of Media and Information Literacy (MIL) through collaborative experiences involving digital games, a workshop was conducted with Basic Education teachers in Portugal. The main goal of the workshop was to develop MIL skills, through the collaborative creation of digital games. To document this practice, a questionnaire was designed for teachers’ self-evaluation of their levels of MIL, their motivation to integrate the training activity, their attitudes towards videogames and their position on media education in the formal teaching context. A group of 21 Basic Education teachers attended the face-to-face training, supported by an online collaborative platform – SAPO Campus. The quantitative results showed statistically significant increases (p < .05) in the self-perception of the teachers’ media literacy skills, especially in media creation and digital identity management. The qualitative results frame a reflection on the relevance of creating digital media in students’ motivation and in the promotion of media literacy competencies. The barriers to the adoption of pedagogical practices which include media creation were also objecting to teachers’ reflection. Keywords: teacher training; game-based learning; media and information literacy; digital game creation