One thousand and one nights in the industrial town: realism in Araby

Araby (2017) can be considered one of many films that investigate reality. At first glance, it responds to the multiple historical appearances of workers in Brazilian cinema. However, there is a less definite zone of exchanges inhabited by artists who adapted the categories of realism for their particular purposes. This is the case of John Ford and John Huston, for example. In this paper, we analyze the images of Araby, placing them on the threshold between these two fields of aesthetic work.Araby (2017) can be considered one of many films that investigate reality. At first glance, it responds to the multiple historical appearances of workers in Brazilian cinema. However, there is a less definite zone of exchanges inhabited by artists who adapted the categories of realism for their particular purposes. This is the case of John Ford and John Huston, for example. In this paper, we analyze the images of Araby, placing them on the threshold between these two fields of aesthetic work.Arábia (2017) pode ser situado no âmbito de uma série de incursões cinematográficas aos substratos da realidade, tanto pelo prisma do documentário quanto pelos caminhos da ficção. À primeira vista, a obra parece responder às aparições históricas da figura do trabalhador no cinema brasileiro. Mas há uma região menos nítida de repercussões, com artistas que adaptaram as categorias do realismo a seus propósitos particulares. É o caso, por exemplo, de John Ford e John Huston. Neste artigo, olharemos para as imagens de Arábia no limiar dessas duas zonas de construção estética

O humor no ensino da Matemática pode ser coisa séria!

O ensino da Matemática ocorre em situações de comunicação entre o professor e os alunos. Para que esta comunicação tenha lugar é necessária a existência de um ambiente de aprendizagem em que os participantes se encontrem predispostos a compartilhar significados. As atitudes do professor e dos alunos são fundamentais para a criação deste ambiente, que é favorecido se o discurso da aula é agradável, aberto à participação de todos e respeitador da diversidade de perspetivas. Desde que a perspetiva socioconstrutivista afirmou que a aprendizagem se produz por construção e reconstrução de significados, num espaço de interação e negociação de significados, os professores procuram apresentar aos alunos situações matemáticas desafiantes que favoreçam o aparecimento de ruturas cognitivas. Estas ruturas acontecem quando os alunos são confrontados com tarefas matemáticas não rotineiras, frequentemente em situações inesperadas, que lhes provocam desequilíbrios cognitivos e os obrigam a pensar outside the box. O humor permite que estas condições para a ocorrência da aprendizagem da Matemática se possam verificar, uma vez que este, por um lado, facilita a comunicação na sala de aula por criar um clima distenso e agradável e, por outro lado, pode proporcionar o conflito cognitivo ao apresentar situações inesperadas e criativas.FCT e CI&DETSinfo:eu-repo/semantics/publishedVersio

The emergence of monumentalised landscape in the Lake Titicaca, South-Central Andes

Este artículo ensaya una nueva interpretación sobre la formación del paisaje monumentalizado en la cuenca del lago Titicaca, Andes Centro-Sur, y cuyo efecto trajo el surgimiento de las construcciones monticulares a finales del periodo Arcaico e inicios del Formativo. Esta historia se ha podido rastrear en el estudio de las casas de los últimos cazadoresrecolectores complejos, donde se conjugan actividades domésticas y también prácticas rituales de convivencia con sus muertos. Todo ello permitió la subjetivación de sus casas, pero al mismo tiempo que ellos sean objetivados en un sistema de existencia cíclico. Es así que lo monumental se entiende como la exteriorización de un pensamiento y su origen se rastrea en las prácticas cotidianas, que produce y reproduce tal mentalidad, pero también genera los gérmenes de su cambio, entendido no solo como cambio económico, sino sobre todo como un nuevo ser y estar en el mundo.The present paper proposes a new interpretation on the origin of the monumentalized landscape in the Titicaca lake area (South-Central Andes), whose consequences were the emergence of barrow structures at the transition from the Formative to the Archaic periods. Such process could be detected through the analysis of the last complex hunter-gatherers’ houses, where domestic and funerary practices coexisted. Both of them allowed the houses to be seen at objects and subjects at the same time within a cyclical system of existence. In that way monumentality is understood as conveying a form of thinking, whose origins are in the domestic sphere, but in which a new way of being in the world is sprouting

A new conceptual framework and approach to decision making in Public Policy

In this conceptual paper, we bring forward a new theoretical proposition in the form of an Integrated Policy-Making Process Framework. This tool arose from the discussion and hypothesis that the main models used to analyse public policies have practical and theoretical limitations and/or are due for an update, especially when it comes to the study of phenomena with many actors involved, vast legislation, large timeframes, and high degrees of complexity. Our original model encompasses the three fundamental stages of the public policy cycle (agenda; decision making; implementation). Our approach can have a wide spectrum of applications and contribute to the field of knowledge of political sciences. Our proposal of using three frameworks in an integrated way enables researchers and users to gain a holistic vision concerning policy processes, and it offers the possibility to compare and rank categories. The Integrated Policy-Making Process Framework is thus proposed as a new tool to tackle research and studies on decision making in public policies and the policy-making cycle.info:eu-repo/semantics/publishedVersio

NUTS III as decision-making vehicles for diffusion and implementation of education for entrepreneurship programmes in the European Union: Some lessons from the portuguese case

The questions of how Entrepreneurship Education (EE) initiatives can be successfully spread and what political structures can help with their implementation during compulsory school remain open. We will add to the literature by proposing that the scale of the NUTS III and its governance model/characteristics are ideal for carrying out initiatives related to EE in the EU and, thus, developing local entrepreneurship ecosystems. We will do so based on the evidence gathered from the case study of the Intermunicipal Community of Viseu Dão-Lafões. To underpin our main argument, we will explain the successful case of how the Intermunicipal Community of Viseu Dão-Lafões (a NUTS III) managed to become an exception in the Portuguese scenario when it comes to the funding, administrative articulation, and implementation of EE programmes for youths in the region.info:eu-repo/semantics/publishedVersio

Entrepreneurship education: a systematic literature review and identification of an existing gap in the field

Having identified the need to conduct research on the intersection between entrepreneurship education (EE) and public policies, we carried out a systematic literature review on decision-making processes regarding the implementation of education for entrepreneurship programs in schools and the introduction of this topic in the policy-making process. This SLR followed every process inherent to its well-established protocol. The research undertaken confirmed that the understanding of decision processes associated with the implementation of EE programs is not only a “missing link” in the discussions about the way in which countries manage situations related to EE, but also a gap in academic knowledge. Indeed, the SLR process included only nine articles in the final review (obtained through a methodology based on an algorithm)—which is a clear sign that further scientific research around this specific topic is needed. The articles included in the final review suggest that: (i) entrepreneurship is fundamental to the progress and evolution of countries and their regions, (ii) there is evidence that EE is central to a more entrepreneurial youth, and (iii) the successful implementation of recommendations from regulatory institutions is based on political commitment and implementation capacities.info:eu-repo/semantics/publishedVersio

Quantitizing qualitative data from semi-structured interviews: a methodological contribution in the context of public policy decision-making

This paper presents a methodology involving the transformation and conversion of qualitative data gathered from open, semi-structured interviews into quantitative data—a process known as quantitizing. In the process of analysing the factors behind the different levels of success in the implementation of entrepreneurship education programs in two case studies, we came up with a challenge that became the research question for this paper: “How can we best extract, organize and communicate insights from a vast amount of qualitative information?” To answer it, we developed a methodology involving codifying, labelling, attributing a score and creating indicators/indexes and a matrix of influence. This allowed us to extract more insights than would be possible with a mere qualitative approach (e.g., we were able to rank 53 categories in two dimensions, which would have been impossible based only on the qualitative data, given the high number of pairwise comparisons: 1378). While any work in the social sciences will always keep some degree of subjectivity, by providing an example of quantitizing qualitative information from interviews, we hope to contribute to the expansion of the toolbox in mixed methods research, social sciences and mathematics and encourage further applications of this type of approach.info:eu-repo/semantics/publishedVersio

Empleo del humor de profesores españoles y portugueses en la enseñanza de las Matemáticas

La comunicación didáctica se vale de diversas estrategias, como el humor, que favorecen, tanto el clima de aula, como generar un discurso para compartir significados.Tenemos escasa información sobre el empleo que los profesores, en general, y los portugueses y españoles, en particular, hacen del humor en la enseñanza de las matemáticas. Interesados por los aspectos positivos que promueve el empleo del humor en la enseñanza, hemos constituido el proyecto HUMAT (Humor in mathematics education), involucrando instituciones de Portugal, España y Argentina, que se interesa, por conocer el valor que otorgan los profesores de Matemáticas al humor en sus clases.Esta comunicación expone algunos resultados de una de las investigaciones del proyecto, derivados del envío a profesores de matemáticas de Portugal y España, de un cuestionario sobre su visión del humor en educación, el uso que hacen en su clase, y las razones que le llevan a emplearlo o evitarlo.info:eu-repo/semantics/publishedVersio

Roadmap for Mine Action Robotic Technology Development

This paper presents some of the AMI-02 project preliminary work. The project is being developed by Integrators for Robotic Systems (IntRoSys) with funding from the Portuguese National Defence Ministry. The strong bond between Portugal and some African countries (i.e., former Portuguese colonies) is the main drive for the application of this project

Conceptions and practices of Iberian mathematics teachers about humour

This study focuses on the conceptions and practices of Iberian (Portuguese and Spanish) mathematics teachers regarding instructional humour. Specifically, the study aims to answer the following questions: (1) How do Iberian mathematics teachers view humour and how do they appreciate a sense of humour? (2) What educational value do Iberian mathematics teachers ascribe to humour in the teaching and learning process of this subject? (3) How do Iberian mathematics teachers use humour in mathematics teaching? and (4) What differences, regarding humour and its use in the educational context, are found among Iberian mathematics teachers, as determined by their professional experience? A mixed methodology was adopted for this study, with a greater quantitative emphasis, combining quantitative analysis with descriptive and inferential statistics. Iberian mathematics teachers (N=1087) from all educational levels participated in the study. The data was collected through an online questionnaire, organised according to three dimensions of analysis: (1) Humour and sense of humour; (2) Educational value of humour in the teaching and learning of mathematics; and (3) Use of humour in the teaching of mathematics. The results reveal that Iberian teachers who teach mathematics recognise the meaning of humour, feel they have a sense of humour and appreciate it in others, find reasons to use it in mathematics teaching and have seen it being used or use it in their classes to create a good learning environment and make students think. The results show differences over the teachers’ careers, especially in their use of humour and the purpose they make of it. However, the magnitude of the effect suggests the need to consider other variables in addition to the teachers’ professional experience, such as the level of training, the type of training and the cultural context in which the school is located.info:eu-repo/semantics/publishedVersio