ResumoEm sintonia com um quadro teórico que se vem afirmando desde os anos 70 do século XX, a formação de professores, desenvolvida em diversos países, constrói-se em torno de estratégias formativas assentes em dinâmicas de investigação. A investigação com crianças, enquanto sujeitos de aprendizagem, tem ocupado um lugar privilegiado nesta estratégia formativa encetada na Universidade dos Açores, e, em algumas unidades curriculares, os quadros concetuais da Sociologia da Infância contribuem para que os formandos compreendam a alteridade infantil e incorporem esse conhecimento na ação pedagógica. No presente artigo, prioriza-se a descrição e a análise de situações reais, que envolveram formandos e formadores da universidade, como mote para discutir os desafios que podem ocorrer na relação que o investigador e as crianças constroem no decurso dos processos de investigação, refletindo alguns dos fatores relacionais e contextuais que podem complexificar esse processo. Entre os múltiplos desafios, destacam-se a forma como as imagens que a sociedade constrói sobre a infância podem condicionar a relação investigador-criança e os obstáculos que o desempenho do ofício de aluno criam à livre expressão da identidade das crianças; reflete-se, ainda, a forma como os adultos que, no contexto escolar, controlam o acesso do investigador aos contextos, podem condicionar o conhecimento que se pretende construir sobre as crianças. Conhecimento este que é desafiado permanentemente pela incompetência do adulto que desconhece manifestações das culturas infantis. Palavras-chaveInvestigação com crianças -Sociologia da infância -Crianças -Professor investigador.In many countries, in line with a theoretical framework that has gained prominence since the 1970s, teacher education has been centered around research-based formative strategies. Research involving children as learning subjects has played a crucial role in the training model adopted by the University of Azores, and in some curricular units, the conceptual frameworks in Sociology of Childhood contribute to the students' understanding of the otherness of childhood and to absorbing this understanding into their pedagogical action. This article focuses on the description and analysis of real situations in which students and university professors were involved and uses them as a starting point to discuss the challenges arising from the relationship that researchers and children establish, reflecting on relational and contextual factors that can make this process more complex. The many challenges include the way in which the images of childhood, created by society, can influence the researcher-child relationship and produce obstacles to the free expression of a child's identity. We also reflect on how adults who control the access of researchers to different school contexts can affect the knowledge on children that we aim to assemble, a knowledge that is permanently challenged by the incompetence of adults who ignore how infant cultures manifest themselves. Keywords Research on/with ch...
In Portuguese language, the word aula (lecture) is etymologically rooted in the Greek word άυλή, which, in Ancient Greece, meant “courtyard” and suggested a balance between freedom and safety for nomadic shepherds and animals. Nowadays lectures are subject to huge restrictions in terms of time and space, which has strong implications for freedom and safety. However, the development of online instruction, especially in its asynchronous version, stimulates reflection on a possible recovery of the original meaning of άυλή, or even on the possibility of providing instruction without lectures, for asynchronous online instruction dilutes the work of instructors and students in time and space and naturally calls for students’ active participation in the educational process. Accordingly, after some reflections on the concept of άυλή, and on its relation with the concepts of freedom and safety, we report an empirical study, which was aimed at understanding how some teachers, who were attending teacher education courses, viewed asynchronous online learning. Considering that the participants had been exposed to MAPE model, they commented, in the context of interviews, some aspects of online learning in general and specific aspects of that same model, especially aspects that could be related to issues of freedom and safety. The findings of the study suggest that the participants acknowledge that MAPE model, overall, allows for much freedom and safety, despite the fact that some of them stated that they did not feel so safe with regard to some specific aspects.
This article addresses consumer desire formation in Portuguese young people in the age group 15 to 29 years. The article mainly sought to answer the following core question: What is the importance of digital influencers for consumer desire formation in the assessed young Portuguese individuals? Forty-six young individuals were heard in one-on-one semi-structured interviews and during focal groups. Friends, advertisements, and digital influencers were the primary source of consumer desire formation in this survey, with emphasis on digital influencers. These influencers and their standardized content are nowadays main references for young people, although the herein assessed population experiences the contradiction of knowing how their desires are formed and that they try to control them. On the one hand, this reality reflects a social integration process, and, on the other hand, it amplifies the semi-formation of these young individuals, who end up uncritically conforming to ‘the always equal’.
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