Repositório RCAAP

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Framing is part of the celebrations of the «500th anniversary of the edition of Praise of Folly (1511) Erasmus and Europe, this article proposes an interpretation of the work based on the search for a definition for” folly».

Adjectives have the exclusive property of being attributive nominal modifiers (or ‘epithets’). This exclusivity allows them to integrate the DP as modifiers of the lexical head N, while sharing, in Romance, its inflectional features. Some conversion models, however, allow the projection of a DP with two nominal heads in a modifying relation. Departing from previous proposals in Portuguese (Rio Torto 1998, Villalva 2003, Ranchhod 2003), our analysis implies that some N1N2 endocentric sequences, like «criança modelo» (child model) or “império fantasma” (empire ghost), in fact correspond to a modified structure, where N2 is an “attributive noun” (Martinho 2007). In these N1N2 “binominal modified constructions”, usually classified as cases of “adjunction”, we will consider, based on a corpus of cases from the CETEM database, that N2 appear to be a mixed category. Since N2 checks some basic adjectival properties (eg., N2 accepts multiple modification, predicative position and typical adjectival prefixation), we argue that this mixed category is equivalent to an adjectival modifier. Moreover, since N2 is only partially meeting these same properties (eg., N2 has no degree), we conclude that, in this kind of modification common to all Romance languages (Fabre 1996, Villoing 2002, Savary 2004 , Montermini 2006), the N2 nominal epithet is converted into a relational adjective (Demonte 1999).

In a context subsequent to the portuguese independance recovered in 1640 (“Restauração“) the choices of the royal weddings of the baroque time and their celebrations present themselves as rhetorics of political statement and independancy consolidation both in internal and external terms. The political use of pageantry in court rituals shows and festivities staged as means of exteriorization and propagation of a centralizing royal power.

Using critical theory, this paper first confronts critically the relationship between education and performance in light of globalisation and its underlying neo­‑liberal ideology. This comparison reveals that there is a definite compatibility between them, but it is fully slanted towards efficiency logic and human capital production. Then, adopting a critical attitude, the paper questions this direction, in the name of the emancipation and citizenship prospects, which brought the school system reorganisation by democratic nation­‑states. The current choices have distorted these objectives and have redirected them towards utilitarian learnings and an increasingly therapeutic socialisation. Finally, the paper stresses the inseparability between the performance issue, the social equity issue and the education/teaching effectiveness issue in order to highlight the need for taking into account qualitative dimensions, which stem from the background and the pupils, so as to focus much more on learning processes, rather than on learning outcomes themselves.

O artigo pretende equacionar a relação entre movimentos sociais e inovação social, problematizando as suas aposições e interseções, defendendo os primeiros enquanto palcos e atores privilegiados de inovação social. Partindo da revisão teórica do conceito de inovação social, são em seguida tomados alguns dos elementos da proposta de análise dos movimentos sociais e da ação coletiva, no sentido de compreender a inovação enquanto fenómeno eminentemente coletivo. Sem se negligenciar a referência a alguns casos empíricos, reflete-se, ainda, sobre um conjunto de interrogações que uma tal proposta acarreta.

This article is in the current turmoil of education systems engaged in complex processes of reform and adapting their curriculum. Relieving the outset of the curriculum when it undergoes reduction is assimilated like an educational program, the article establishes a hierarchical inclusion relationship between the two concepts: a curriculum includes educational programs and not the reverse. Positioned downstream of educational policies and upstream of teaching practice, curriculum acts as a transmitter of educational policies towards pedagogical action. The work of educational policies transmitter is specified through a curricular transposition process. The different steps of the process are embodied in the reality of an education system by the various curriculum businesses Finally, a conceptual framework organizes the concept of curriculum around three functional managers.

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The learning goals in the area of foreign language teaching in today’s world need to be defined anew, one of their main features being the giving up the construct of the native speaker as the paradigm of reference. It needs to be replaced by a set of the individual’s competences in different languages,that are variable and will have to be exercised in differentiated contexts and situations. The plurilingual approaches might be an appropriate response to these demands; taking as a starting point the concept of plurilingual competence, and building up on Cummins’ hypothesis of linguistic interdependence, a pedagogical model is put forward, that is being worked on for its later implementation in some different contexts of the language teaching in Spain. The model, which encompasses the whole of the languages repertoire of each individual learner, and aims at developing altogether the plurilingual competence and the intercultural awareness, will be tried out in a number of schools with different characteristics as to their educational level and sociopolitical context, and will be validated following the formative research methodology.

Este artigo, de natureza teórica, é um ensaio em que se dão a conhecer os conceitos e a linguagem da construção científica da análise de redes sociais e os seus contributos para o debate sobre uma sociologia das redes sociais. Esta reflexão procura encetar uma discussão de contexto sobre os pressupostos que podem contribuir para o desenvolvimento de uma sociologia especializada onde impere a análise das redes sociais como forma de compreender a realidade social. A abordagem das redes sociais, o olhar das redes enquanto “novo” paradigma nas ciências sociais e humanas e algumas pistas para aplicação, são outros dos enfoques que compõem esta reflexão téorica.

O Livro da Fundação do Convento da Esperança de Vila Viçosa serve um propósito memorialístico e identitário que respeita a comunidade religiosa do Convento da Esperança de Vila Viçosa.O manuscrito da autoria de Soror Antónia Baptista permite constatar o cruzamento de uma escrita feminina individual com uma escrita feminina coletiva, embora cada uma delas assuma vetores de diferenciada responsabilidade. De alguma forma, todas as religiosas do convento são chamadas a participar na construção de um registo histórico que fará perdurar a identidade do mosteiro. No entanto, apesar deste contributo coletivo que testemunha o inteiro sentido de comunidade, a perceção do vigor do registo escrito na perpetuação das memórias coletivas, levam Soror Antónia Baptista a dar corpo ao texto, assumindo a autoria do relato de episódios essenciais para a preservação do património identitário do Convento da Esperança.

This article aims to present a provisional bibliography of the works of spiritual direction, published in Portugal between 1600 and 1750. Pointing out some research tracks, it aims to question this practice as a specific phenomenon of Modern Age, accepting that it extends, in different dimensions, up to the contemporaneity.

The current study describes the performance of Portuguese children when faced with an evaluation task concerning their awareness of the word unit. Different SVO sentences were presented to Portuguese children from three different groups (1st graders; 3rd graders at the onset of the academic year; 3rd graders at the end of the academic year); the subjects’ ability to isolate nouns, verbs, determiners (stressed, unstressed) and prepositions was tested in a sentence segmentation task. The results revealed low levels of success in the 1st graders and an increase of success rates in the 3rd graders, showing that awareness of the word unit is not early mastered. Moreover, a positive effect of explicit knowledge in the performance of the sentence segmentation task was not attested. The data discussion was performed on the basis of the impact of prosodic and syntactic effects in the subjects’ behavior.

Neste texto sobre emigração oitocentista, deslocamentos documentados com passaportes emitidos no distrito de Viana do Castelo, no século XIX, apresentaremos alguns elementos quantitativos sobre mobilidade, onde as variáveis relativas ao sexo, estado civil, idade, literacia e distribuição por anos têm lugar de destaque, enquanto perspectiva demográfica. Partindo dos Livros de Registos de Passaportes do Arquivo do Governo Civil de Viana (AGC), organizámos os dados dos movimentos com um só passaporte, separando os casos de reembarque e segundas saídas. Feita a primeira abordagem, recorremos às correspondências, escritas banais existentes nos processos de passaportes, e fizemos uma análise à problemática da saudade da gente anónima, observada a partir da perspectiva do emigrante. Pretendemos ver o que representa esse sofrimento, que aflige quem está separado dos seus, o Eu e o Outro, e como se comunicavam estes desterrados para quem a carta era o elo de uma corrente de afectos.

Content and Language Integrated Learning (CLIL) is increasingly widespread in educational institutions of all levels and sectors across Europe. Thanks to a burgeoning research base and subsequent publications, we are now, more than ever, in a position to confidently testify to the benefits of CLIL as a successful educational approach for this day and age. However, the popularity of CLIL should not be mistaken for something that is easy to implement and deliver. As with many an innovation, demand or desire to jump on the bandwagon often outweigh resources, which in the case of CLIL means teachers who possess appropriate levels of linguistic competence in the foreign language and knowledge of the subject specialism. Equally important is the need to adapt teaching methodology to cater for the integrated learning of both content and language. This entails a change in perspective about the foreign language as a subject to that of a tool in content learning. This paper addresses teacher roles and methodology in CLIL contexts and highlights the importance of teacher education for CLIL.

Intercomprehension (IC) is a structuring and sustaining concept of current plural approaches in Language Didactics (LD) and also one of the most dynamic in recent discourses and practices of this disciplinary area. Addressed by several voices, more or less harmonious, according to authors and their schools’s epistemological belongings, IC has been tackled according to several perspectives that instead of contributing to its theoretical disaggregation, have been promoting multiple approximation and convergence movements between didacticians. These movements are supported by studies that, adopting different methodologies, aim at delimiting the concept and thus building a shared support base from which each author and group can make their choices, defining and differentiating their ways and contributing collectively to the notion dynamics. In this paper, after an initial stage within which I try to quickly characterize the diversity of possible paths in intercomprehension, or the polyphony of this “meta-concept”, I focus on one of the possible approaches that I have been practicing, the interactional one, explaining its anchors within the specific field of LD and illustrating it with a concrete teaching resource: the Galanet platform.

Com vista a um enriquecimento científico da problemática da ação coletiva, discute-se a relevância dos pensamentos teóricos de Pierre Bourdieu e de Nicos Mouzelis quanto à sua capacidade para suscitarem novos questionamentos sobre os paradigmas e teorias dominantes da ação coletiva. Fundamenta-se a fecundidade das teorias da prática e das hierarquias sociais, pela centralidade que estas acabam por conferir a uma ótica das desigualdades sociais – abordagem igualmente urgente no que diz respeito ao estudo da ação coletiva – justificando a acuidade heurística dos conceitos de classe social, campos, interação social, atores coletivos e instituições, para a compreensão das dinâmicas da ação coletiva nas sociedades contemporâneas.