Repositório RCAAP

This thesis is an approach to the life and ceramic work of Querubim Lapa in the sense of his recognition as an agent/producer amidst his cultural and artistic group. This study has developed in two distinct but interwoven ways. On the one hand we have the artist's life story and his ceramic work and on the other, ceramic as the agent of a different approach. Therefore the research aimed at the appreciation of the artist's personality in order to uncover his identity, space and imaginary, as well as the recognition of the plastic and aesthetic values of his work as a result of an innovative language which benefited from an artistic background in which taking off and adding up are harmoniously interwoven. Furthermore, this study also recognises him as an agent of new realities produced by successive experimentations when he handles the materials with his own hands. The other side of the investigation focused on Portuguese ceramics, as the background of the ceramic work of Querubim, so as to have an historical perspective of this artistic discipline in which there is a strong technological component. This evaluation is made in order to understand the way it is taught in the Portuguese school system and to comprehend the reasons for its continuity, as well as the contribution of factories in this process. A special attention was given to the connection between architecture and ceramics personified both by the architects and Querubim Lapa, bearing in mind that on a first stage ceramics was organically linked with architecture and would eventually evolute in the sense of a depuration and formal autonomy

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Abstract expressionism/art is not a consequence of a casual act, it is rather the result of a new way of thinking and representing the real world. As far as the Portuguese case is concerned, Nadir Afonso is one of the first authors to do it in a conscious mould, first through his technical contribute then with his theoretical reflections on the aesthetic experience. Being an enthusiastic critic who criticizes even himself, his paintings developed from the geometric rigour which architecture has imposed on him; his work is free of superfluous elements, as it may be confirmed by the different phases his paintings run through, what led him to the consolidation of a personal theory about art; this theory is based on the mechanisms of artistic creation as well as on some attributes of people's aesthetic emotions, such as evocation, perfection, originality and harmony

The eighteenth century - the golden age of Portuguese art - was a time of grand achievernent propelled in large part by the Academia Real de História Portuguesa (Royal Academy of Portuguese History). The French influence, of crucial importance during these years, is readily apparent in every aspect of book production, from typography to engraving, and even in binding. The institution patronized by Dom João V made an indelible impact on the Portuguese book until the second half of the eighteenth century. After a 13-year interval of stagnation in the difficult period of recuperation following the earthquake of 1755, the founding of the Régia Oficina Tipográfica (the Crown's Typology Office) prompted a second surge of Portuguese editorial activity. This was an undertaking that aimed at the discovery of new graphic solutions for a diversified reading public and the promulgation of knowledge in a variety of áreas. We can trace the evolution of printing in Portugal by examining the principal works that came off of its presses, especially in the illustrative engravings produced by foreign and domestic artists — elements that afforded "value added" to the Portuguese printing industry. This thesis offers a transversal analysis of the printed book during the eighteenth century, by following the artistic route through the engravings and typographical features that these works contain

Ao longo desta dissertação procurámos analisar a periferia urbana a partir de uma abordagem micro-espacial sobre o vale da Mouraria de Lisboa durante a Idade Média, delimitado entre os espaços hoje ocupados pela Praça da Figueira e pelo Martim Moniz, subindo ao longo da freguesia dos Anjos até à Calçada do Desterro. Os vestígios arqueológicos aqui detetados desde finais do século X, com as fontes documentais e iconográficos permitiu identificar nesse vale um sistema irrigado que ali terá permanecido pelo menos em parte até ao século XVIII. O estudo desse agro-sistema implicou observar as dinâmicas subjacentes aos sistemas irrigados andaluzes e a sua interação com a expansão urbana desde o século XI até ao século XIV. Nesse sentido, analisámos a interação entre estes agro-sistemas e os poderes urbanos, atendendo ao papel das elites moçárabes e muçulmanas na sua implantação, mormente através da introdução de novos elementos tecnológicos e produções agrícolas. Pretendeu-se igualmente verificar a estabilidade do desenho na transição para o novo quadro de poderes instituído com a conquista cristã em 1147, analisando o papel do Rei e das instituições monásticas na conservação destes sistemas irrigados, das suas culturas e das suas tecnologias no contexto da cidade de fronteira. Esse passo levou-nos ainda a observar a formação da rede paroquial e a instalação dos mosteiros periurbanos de Lisboa nestes vales irrigados a partir dos exemplos da paróquia de São Lázaro e do Mosteiro de São Domingos. A partir do século XIII, procurámos igualmente compreender o comportamento destes agro-sistemas perante a progressiva urbanização visível no aparecimento do Arrabalde dos Mouros. Nesse ponto, procurámos então reconstituir os desenhos daqueles sistemas irrigados, refletindo sobre o papel da água na periferia urbana observando a sua incrementação e a sua conservação depois do aparecimento da Cerca Fernandina até aos finais do século XV.

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Problem Statement: The question of students’ engagement in schools has emerged as a powerful issue in educational context. The lack of assessment instruments, with studied psychometric characteristics, has constituted a problem. Purpose of Study: This study presents the elaboration of a new student engagement in school scale, including items of the "Engagement Scale" used in PISA 2000 and items in the "SES" adapted for Portugal (Veiga, Pavlovic, Garcia & Ochoa, 2010). Research Methods: The psychometric qualities — internal consistency and the external validity — were analyzed. The analysis allowed us to find a new scale that, surpassing the one-dimensionality of the scale of engagement used in PISA, has acceptable levels of reliability. In the study of external validity, the results in the "Student Engagement in School Scale, Version 2 (SES-V2)”, appeared partially related to the academic achievement across disciplines. Findings: The results permitted us to find that the SES-V2, besides going beyond the lack of scale items used in PISA 2000, presents psychometric qualities that can be used in research and psychoeducational practice, to assess the multidimensional students' engagement in school. Conclusions: The future use of the SES-V2 in the PISA studies is considered and proposed. This scale may be a useful opportunity for teachers, psychologists and other education professionals. Recommendations: to deepen the study of multidimensionality of students’ engagement in schools, including new items, as well as extending the external validity of the affective dimension of engagement, can constitute important fields of research.

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Since the Salamanca Statement many countries assume inclusive educational principles. Thus, mathematics teachers experienced new challenges, particularly those of teaching blind students. To befit students’ needs, characteristics and interests teachers must be aware of their communicative processes. Blind students mainly use audition and Braille for communicating in mathematics classes. The Interaction and Knowledge research project main goal was to study and promote peer interactions in formal educational scenarios. It included 96 mathematics teachers and more than 600 classes. We focus in mainstream classes including blind students. We assumed an interpretative approach and developed an action-research project. The participants were the students from those classes, their mathematics teachers, and significant others. They attended classes from 7th to 12th grades. The data collecting instruments were the participant observation, questionnaires, tasks inspired in projective techniques, an instrument to evaluate students’ abilities and competencies, documents and students’ protocols. An in-depth and successive narrative content analysis was developed from which inductive categories emerged. We analyze mathematics practices illuminating some interactive patterns and blind students’ mathematical solving strategies. These examples illuminate what can be done to overcome the barriers these students experience when they try to appropriate cultural mathematical tools and to participate in mathematics classes.

In Portugal many students experience underachievement in mathematics. Facilitating their access to school achievement and participation in mathematics’ classes is important to empower students. Collaborative practices play a mediation role in students’ participation, facilitating their access to mathematical knowledge and the development of abilities and competencies. This study is from the Interaction and Knowledge project whose main aims were studying and promoting collaborative work in formal educational scenarios. It lasted 12 years, included 69 mathematics teachers/researchers and more than 600 classes. We focus in an 8th grade class (N=21). The other participants were the teacher/researcher and two other observers. Students worked collaboratively the whole year. Data were collected through observation, students’ protocols, an instrument to evaluate students’ abilities and competencies, questionnaires and instruments inspired in projective techniques. Data was treated through a narrative content analysis from which inductive categories emerged. We focus in the analysis of a mathematical task about functions, connecting literature and mathematics. The results illuminate the importance of the nature of the task in students’ engagement in mathematical activities. They also illuminate how students can improve their performances in mathematics classes through collaborative work.

As escolas portuguesas confrontam-se, cada vez mais, com os desafios que advêm dos princípios da educação inclusiva. No 1.º ciclo a facilitação do acesso ao sucesso escolar, por parte de todos os alunos, é particularmente importante, pois configura as relações posteriores destes com as aprendizagens e com a escola. O trabalho colaborativo, a criação de espaços de pensamento (Perret-Clermont, 2004), bem como a natureza das tarefas jogam um papel fundamental nos desempenhos matemáticos dos alunos, especialmente daqueles que apresentam compromissos cognitivos. Assumindo uma abordagem interpretativa e um design de investigação-acção, acompanhámos uma turma do 3.º ano do ensino básico, onde também participava um aluno do 2.º ano, sinalizado com apresentando necessidades educativas especiais. Os resultados iluminam a relevância do trabalho colaborativo e da natureza das tarefas para o acesso dos alunos ao sucesso escolar, nomeadamente em matemática. O trabalho em grupo, bem como as discussões gerais, em grande grupo, ilustram a importância dos processos interactivos na apropriação de conhecimentos, bem como na socialização e aceitação, pelos pares.

There is an intimate connection between drawing and imagination. One can even say that draw¬ing materializes a certain way of imagining, i.e., the ability to create images. When we explore this hypothesis, we have to define a working area, which can integrate, in a cohesive world, the great variety of objects associated with the drawing universe. We need to go beyond traditional distinctions based on different working techniques or on different kinds, of drawing. The former hypothesis has to be studied as a process also based on its nature as an intellectual production or as a methodological attitude leading to a knowledge supported by a visual under¬standing of reality or by the expression of an inner world materialized by visual means. To this approach we need to think of drawings as an image and in the kind of truth it contains. We have to reassess vital issues such as the way analogies work, how they support the relation between images and objects and the way they are represented. Furthermore, it is also important to replace the imagination concept in the universe of visual phenomena. We can't separate image from imagining and that lead us a knowledge which is materialized through images. Drawing methodologies and working techniques allow us to enter an open investigation area where forms, its limits and different meanings can always be reformulated. Even focusing our analysis on a restricted number of drawings, can we see not only how strong forms are shaped by imagination but also can we conclude that drawing allow us several ways of imagining

The set of decorated pottery items analysed in this work comes from the archaeological excavations carried out in Mértola since 1984, and dates back to a period comprising the IX and XIII centuries. After the historic and religious contextualisation of Islamic Mértola, follows an approach to the particularities of the drawings themselves, when applied on the pottery, and to the magic and religious symbology of the motives found on those items. The presentation of the pieces follows the chronological evolution of the techniques used in the drawings. Each decorative type is illustrated with a drawing and/or photography, following the presentation with captions of those items. In attachment there is a list organised alphabetically and by kinds of motives (phyto¬morphic, zoomorphic, epigraphic, geometric and architectural) of the studied items, including an inventory of the existing printing stamps

Este estudo tem natureza exploratória e pretende analisar as expectativas sociais, escolares e profissionais face à multiculturalidade, numa amostra (N=90) que inclui estudantes do 7° ano, de duas escolas de região da Grande Lisboa. Na investigação, procedeu-se à adaptação da Escala de Atitudes Interculturais (EAI), cuja versão original é catalã (Sales, 1998). Com autorização da autora, a adaptação portuguesa do instrumento inclui as componentes de expectativas escolares e profissionais, que não estão contempladas na versão original. Na sua generalidade, os resultados mostram que os alunos não apresentam baixas expectativas sociais no que diz respeito às minorias, não são notórios estereótipos e há aceitação e respeito pelos colegas de outras culturas. Relativamente às expectativas escolares, os resultados tendem a evidenciar que existe uma representação igualitária das capacidades, independentemente da cultura. Também em relação às expectativas profissionais, os alunos tanto acreditam que as minorias podem seguir um percurso mais profissionalizante como seguir um percurso com maior estatuto educacional. A EAI mostrou bons índices de precisão e validade na amostra portuguesa, podendo ser uma escala para continuação de estudos futuros. Nas conclusões deste trabalho é realçado que neste contexto multicultural são essenciais estratégias que envolvam a comunidade escolar, a fim de facilitar a integração e aprendizagem cooperativa.

Reconhecendo a importância de uma educação para a sexualidade junto das crianças e jovens, surge em 2009, legislação que implementa a obrigatoriedade da educação sexual (ES) nas escolas portuguesas. Os pais, enquanto agentes essenciais neste processo de educação, devem ser auscultados pelo que nos interessa conhecer as perspectivas, atitudes e experiências dos pais face à ES nas Escolas e a sua comunicação com os filhos, recorrendo para tal a um questionário on-line. Cerca de 90% dos pais, reforçaram a importância de uma educação sexual em meio escolar, 95% apoiou-a como uma responsabilidade a partilhar entre pais e escola e consideraram que o seu início devia ocorrer até ao final do 1º ciclo. Foi possível verificar que na comunicação com os seus filhos, características como a importância atribuída à ES, o conhecimento, o conforto e a ES recebida, exerciam influência na qualidade, encorajamento e extensão da abordagem realizada. Apesar de considerarem providenciar aos filhos uma ES de qualidade e de considerarem importante uma abordagem abrangente da ES, os pais tendem a discutir sobretudo tópicos específicos relativos à componente biológica da sexualidade e à saúde sexual.