https://hdl.handle.net/10216/1727 2026-08-08T02:55:28Z 2026-08-08T02:55:28Z https://hdl.handle.net/10216/176212 2026-08-08T01:40:06Z 2026-07-03T00:00:00Z

Title: Pedagogia digital no ensino superior: uma revisão sistemática da literatura Abstract: This study aims to analyze how digital pedagogy has been addressed in scientific literature focused on teacher education, identifying trends, gaps, and perspectives within this debate. Methodologically, the research is characterized as qualitative, exploratory, and descriptive, and was conducted through a Systematic Literature Review inspired by the PRISMA protocol. Searches were conducted in the CAPES Periodicals Portal and ERIC databases, considering national and international publications from 2018 to 2025. Initially, 324 studies were identified, of which 14 articles comprised the final corpus of the investigation, following the established methodological protocol. The findings revealed a lack of conceptual consensus on digital pedagogy and weaknesses in the consolidation of its ontological, epistemological, and methodological foundations. Although the studies present different perspectives and practices regarding the pedagogical integration of digital technologies, a predominance of approaches marked by instrumentalist and technocentric rationalities persists in higher education. It is concluded that digital pedagogy remains a field under construction, requiring further theoretical development and the strengthening of critical perspectives in teacher education. Description: Este estudo objetiva analisar como a pedagogia digital tem sido abordada na produção científica voltada à formação docente, identificando tendências, lacunas e perspectivas presentes nesse debate. Metodologicamente, a pesquisa caracteriza-se como qualitativa, exploratória e descritiva, desenvolvida por meio de Revisão Sistemática de Literatura, inspirada no protocolo PRISMA. As buscas foram realizadas nas bases de dados do Portal de Periódicos CAPES e ERIC, considerando produções nacionais e internacionais publicadas entre 2018 e 2025. Inicialmente, foram identificados 324 estudos, dos quais 14 artigos compuseram o corpus final da investigação, conforme o protocolo metodológico. Os resultados evidenciaram uma ausência de consenso conceitual acerca da pedagogia digital, bem como fragilidades relacionadas à consolidação de suas bases ontológicas, epistemológicas e metodológicas. Embora os estudos indiquem diferentes perspectivas e práticas associadas à integração pedagógica das tecnologias digitais, observa-se a predominância de abordagens ainda marcadas por racionalidades instrumentalistas e tecnocêntricas no ensino superior. Conclui-se que a pedagogia digital permanece como um campo em construção, que demanda aprofundamento teórico e fortalecimento de perspectivas críticas na formação docente.

2026-07-03T00:00:00Z https://hdl.handle.net/10216/176211 2026-08-08T01:39:55Z 2026-01-01T00:00:00Z

Title: O futuro do passado está nos ecrãs e o seu destino nas nossas mãos": análise coetânea sobre a integração do digital nos Mestrados em Ensino de História no 3º CEB e no ES Abstract: Considering that digital education is essential to prepare students to deal critically with the vast amount of information available today, History teachers play a central role in fostering critical thinking and historical analysis. Digital technology, due to its multimedia nature, can contribute to understanding the complexity of historical knowledge and to the development of critical skills, while also enabling direct engagement with digitised historical sources and, consequently, the democratisation of access to information. However, many early-career teachers experience difficulties in the pedagogical integration of digital technologies, largely because of the predominance of traditional methodologies in their initial training pathways. It therefore becomes essential to create training contexts that promote the conscious and critical use of digital technologies in the design of meaningful, challenging, and intellectually demanding learning experiences. Within this framework, the present study aims to analyse the initial training of future History teachers in Portugal. Through a qualitative case study, the research examines legal frameworks and the strategies adopted by different higher education institutions to incorporate digital technologies, presenting examples of activities developed within a curricular unit oriented towards the teaching of History in Portugal. Description: Considerando que a educação digital é essencial para preparar os alunos para lidar criticamente com a vasta quantidade de informação disponível na atualidade, os professores de História desempenham um papel central no desenvolvimento do pensamento crítico e da análise histórica. A tecnologia digital, pela sua natureza multimédia, pode contribuir para a compreensão da complexidade do conhecimento histórico e para o desenvolvimento de competências críticas, permitindo também o contacto direto com fontes históricas digitalizadas e, consequentemente, a democratização do acesso à informação. Contudo, muitos professores em início de carreira revelam dificuldades na integração pedagógica das tecnologias digitais, em resultado da predominância de metodologias tradicionais nos seus percursos de formação inicial. Torna-se, por isso, fundamental criar contextos formativos que promovam a utilização consciente e crítica das tecnologias digitais na conceção de experiências de aprendizagem significativas, desafiadoras e intelectualmente exigentes. Neste enquadramento, o presente estudo tem como objetivo analisar a formação inicial dos futuros professores de História em Portugal. Através de um estudo de caso de natureza qualitativa, analisam-se os normativos legais e as estratégias adotadas por diferentes instituições de ensino superior na incorporação das tecnologias digitais, apresentando-se exemplos de atividades desenvolvidas numa unidade curricular orientada para o ensino de História em Portugal.

2026-01-01T00:00:00Z https://hdl.handle.net/10216/176204 2026-08-08T01:38:23Z 2026-07-21T00:00:00Z

Title: Marcas de vestuário e acessórios de luxo com loja física em Portugal (2000-2023)

2026-07-21T00:00:00Z https://hdl.handle.net/10216/176201 2026-08-08T01:37:25Z 2026-07-21T00:00:00Z

Title: O Programa Erasmus enquanto Ferramenta de Empoderamento Feminino: Um Estudo com Estudantes do Género Feminino da Universidade do Porto

2026-07-21T00:00:00Z https://hdl.handle.net/10216/176200 2026-08-08T01:37:14Z 2026-07-23T00:00:00Z

Title: Consciência dissolvida ou dissolução do especismo? Um debate entre Daniel Dennett e Thomas Nagel

2026-07-23T00:00:00Z https://hdl.handle.net/10216/176199 2026-08-08T01:36:37Z 2026-07-20T00:00:00Z

Title: The European Union's Carbon Border Adjustment Mechanism and the Limits of Climate Diplomacy in the Anthropocene

2026-07-20T00:00:00Z https://hdl.handle.net/10216/176192 2026-08-08T01:34:29Z 2026-01-01T00:00:00Z

Title: Digital EduHealth for the wellbeing of minority university students: a scoping review Abstract: Introduction: Inequalities in mental health persist in higher education, disproportionately affecting students from social minorities, despite the progress made by affirmative action policies. Methods: This scoping review follows the Arksey and O'Malley framework, as refined by Levac and colleagues, and the recommendations of the JBI Manual for Evidence Synthesis for scoping reviews. It includes 55 articles from journals on digital interventions that integrate health and education, focusing on the well-being of university students belonging to minority social groups. This scoping review protocol has been registered with Open Science Framework and can be accessed at https://osf.io/yu76c/?view_only= 91260110a2d5410f92731ff29a0eff71. Results: The results revealed the positive effects of digital interventions, especially those with culturally sensitive approaches. However, barriers such as digital exclusion, institutional racism, and poor infrastructure continue to compromise adherence, effectiveness, and inclusion. Discussion: While Digital EduHealth promotes emotional well-being and academic belonging, its success relies on cultural sensitivity, continuous support, and intersectional approaches. Overcoming barriers requires intersectoral strategies. Ultimately, integrating digital health and education provides an emancipatory tool to advance equity and university retention, complementing human contact.

2026-01-01T00:00:00Z https://hdl.handle.net/10216/176183 2026-08-08T01:31:05Z 2026-07-15T00:00:00Z

Title: "CTRL + H(istória)": A Realidade Aumentada no Ensino da História

2026-07-15T00:00:00Z https://hdl.handle.net/10216/176169 2026-08-07T06:20:33Z 2026-01-01T00:00:00Z

Title: Des frontières brouillées entre l'auteur et le lecteur : la figure du sensitivity reader = Blurred boundaries between author and reader: the figure of the sensitivity reader Abstract: Blurred boundaries between author and reader: the figure of the sensitivity reader. This study focuses on a new figure of literary mediation between the author and the reader, the sensitivity reader, who is emerging in the current literary field, with particular visibility in North America. Given a dynamic that allows literature to be approached in its social dimension, we will attempt to identify issues that arise both in the sphere of production and in that of reception based on this new practice that permeates contemporary literature. Description: FR:. La présente étude se penche sur une nouvelle figure de médiation littéraire entre l'auteur et le lecteur, le lecteur sensible, qui fait son apparition dans le domaine littéraire actuel, avec une visibilité particulière dans l'espace nord-américain. Face à une dynamique qui permet d'aborder la littérature dans sa dimension de fait social, il s'agira d'identifier les questions qui se posent tant dans le domaine de la production que dans celui de la réception à partir de cette nouvelle pratique qui traverse la littérature contemporaine. ES:. Las fronteras difusas entre el autor y el lector: la figura del 'sensitivity reader'. El presente estudio se centra en una nueva figura de mediación literaria entre el autor y el lector, el lector sensible, que está surgiendo en el campo literario actual, con especial visibilidad en el espacio norteamericano. Ante una dinámica que permite abordar la literatura en su dimensión de hecho social, se tratará de identificar cuestiones que se plantean tanto en el ámbito de la producción como en el de la recepción a partir de esta nueva práctica que atraviesa la literatura contemporánea.

2026-01-01T00:00:00Z https://hdl.handle.net/10216/176133 2026-08-07T06:35:48Z 2026-01-01T00:00:00Z

Title: Masculinidades e sociabilidades no cinema em chamas: o consumo de pornochanchadas e filmes de kung fu na cidade de Teresina, Piauí (1976-1982)

2026-01-01T00:00:00Z https://hdl.handle.net/10216/176095 2026-08-07T06:29:55Z 2026-01-01T00:00:00Z

Title: Cenas dos anos 1980: entre a explosão, os estilhaços e o boom do pop rock em Portugal

2026-01-01T00:00:00Z https://hdl.handle.net/10216/176093 2026-08-07T06:29:54Z 2026-01-01T00:00:00Z

Title: Cenas da história: escrita, poder e arte

2026-01-01T00:00:00Z https://hdl.handle.net/10216/176077 2026-08-07T06:34:12Z 2026-01-01T00:00:00Z

Title: Amada Lira, se o teu doce acento: sonetos e outros poemas

2026-01-01T00:00:00Z https://hdl.handle.net/10216/176074 2026-08-06T06:30:19Z 2026-07-27T00:00:00Z

Title: Entre a hesitação e a ambiguidade: o insólito ficcional em "As formigas" e "A presença", de Lygia Fagundes Telles

2026-07-27T00:00:00Z https://hdl.handle.net/10216/176072 2026-08-06T06:18:16Z 2026-01-01T00:00:00Z

Title: Pecados (punk) na capital

2026-01-01T00:00:00Z https://hdl.handle.net/10216/176048 2026-08-06T06:06:26Z 2026-07-17T00:00:00Z

Title: O pistácio como metáfora da sempre atual e eficaz propaganda [ensaio] Description: O investigador da Universidade do Porto reconstrói a história da propaganda política. Que nasceu benigna e que tem hoje múltiplas faces.

2026-07-17T00:00:00Z https://hdl.handle.net/10216/176028 2026-08-06T06:32:26Z 2027-01-01T00:00:00Z

Title: Towards equitable AI literacy: reconceptualising pre-service english language teacher education in Portugal and Andalusia, Spain Abstract: Generative artificial intelligence is reshaping language education faster than initial teacher education systems can respond. This chapter frames AI integration in pre-service English teacher education as an urgent matter of equity, equality, and justice through three analytical movements. The first maps pre-service English teacher education in Portugal against Decreto-Lei n.º 9-A/2025, documenting the absence of generative AI content across all eight accredited providers. The second audits nine public universities in Andalusia, Spain, across primary English and secondary master's programmes, revealing a comparable structural gap. The third proposes a 3 ECTS curricular unit on generative AI in EFL pre-service education, grounded in the EU AI Act, DigComp 3.0, and UNESCO's AI Competency Framework for Teachers, structured around equity, equality, and justice. The chapter concludes that preparing critically AI-literate language teachers is a structural equity imperative, and that inaction risks deepening existing inequalities for already-marginalised learners.

2027-01-01T00:00:00Z https://hdl.handle.net/10216/176018 2026-08-06T06:39:54Z 2026-01-01T00:00:00Z

Title: Driving forces of sea level rise risk for parish level risk management Abstract: This study assesses SLR risk in mainland Portugal by analysing variables representing hazard, exposure, and social vulnerability at the parish level. It calculates baseline (2011) and future (2040, 2070, and 2100) SLR risk index for the SSP1, SSP2, and SSP5 scenarios to provide empirical evidence for medium and long-term territorial planning and risk management. The SLR risk index was calculated as the geometric mean of three dimensions: hazard, exposure, and social vulnerability. Hazard was assessed based on the extent of floodable areas, considering medium- and long-term SLR scenarios, meteorological sea level rise, and wave spread. Exposure was evaluated for 2011, including residential buildings and estimated population, using a dasymmetric analysis. Social vulnerability was assessed in 2011, based on criticality and support capacity, using principal component analysis. Future risk was simulated by combining projected climate scenarios with baseline socioeconomic data. Finally, a hierarchical cluster analysis was performed to identify distinct risk profiles. Projections indicate a non-uniform intensification of coastal hazards. Under the high-emission SSP5 scenario, the median hazard index increases by approximately 40% between 2011 and 2100. The hazard spatial heterogeneity is driven by local geomorphological system dynamics, biophysical variations, and uneven distribution of protection measures rather than uniform inundation. Asset exposure worsens consistently under SSP5 as expanding flood zones intersect existing populated areas and coastal infrastructure. The sharpest increase in affected buildings is concentrated within the 2040-2070 window, although with spatial polarisation. Many units with negligible exposure will coexist alongside highly vulnerable, high-density coastal fronts. The socio-vulnerability analysis reveals a spatial pattern in which low-vulnerable social groups typically concentrate in high-risk zones, highlighting the critical need for highly contextualised approaches when designing local public policy. Therefore, this comprehensive assessment provides critical baseline data showing that effective coastal management requires highly contextualized, proactive, local-level adaptation planning.

2026-01-01T00:00:00Z https://hdl.handle.net/10216/176002 2026-08-06T06:18:53Z 2027-01-01T00:00:00Z

Title: AI and the quest for equity, equality, and justice in language education: an introduction Abstract: This chapter establishes a conceptual and critical examination of artificial intelligence in language education through the integrated lenses of equity, equality, and justice. It argues that the integration of artificial intelligence into language learning constitutes not a neutral technological advancement but a socio-political intervention, one that redistributes opportunities, validates or erases linguistic identities, and reconfigures power relations among learners, educators, and institutions. The chapter defines and distinguishes the core concepts of equity, equality, and justice as they apply to artificial intelligence-mediated language education, maps the landscape of current artificial intelligence applications and their implications for educational equity, and introduces theoretical frameworks that inform justice-oriented approaches in the field. It concludes by articulating a call to action for researchers and teachers to collectively shape artificial intelligence futures that centre the most marginalised learners.

2027-01-01T00:00:00Z https://hdl.handle.net/10216/175995 2026-08-06T06:18:50Z 2026-01-01T00:00:00Z

Title: Daqui houve nome o Arquivo da Torre do Tombo: o funcionamento do Arquivo Régio no Castelo de São Jorge (séculos XIV a XVIII) Abstract: After brief references to the royal archives before it was established in the Castle of São Jorge, it is discussed its installation in this location in the third quarter of the 14th century and its organisation and operation throughout the Modern Age. The moments of the Crown's special commitment and interest in preserving documentation and creating instruments for effective access and retrieval of information are emphasised, as well as darker periods when the archives was neglected and even suffered irreparable losses. Of particular importance in this overview is the action taken by Kings Manuel I and João III to 'reform the archives' in the 16th century, as well as the intense production of indexes and inventories in the first half of the 18th century, which was a period of true ascension for the Crown Archives. This was followed by a period of disastrous decline as a result of the earthquake in 1755, which caused the castle tower in which the archives was housed to collapse, and a reorganisation of the documents according to methodical criteria inspired by Enlightenment thinking Description: Após breves referências ao arquivo régio antes da sua fixação no Castelo de São Jorge, aborda-se a sua instalação neste local no 3.º quartel do século XIV e a organização e funcionamento do mesmo ao longo de toda a Idade Moderna. Realçam-se os momentos de especial empenho e interesse da Coroa com o objetivo da preservação dos documentos e da criação de instrumentos para um eficaz acesso e recuperação da informação, bem como períodos mais sombrios em que o arquivo foi negligenciado e sofreu mesmo perdas irreparáveis. Nesta visão panorâmica, tem particular relevância a ação de D. Manuel I e de D. João III no sentido da "reforma do arquivo", no século XVI, bem como a intensa produção de índices e inventários na primeira metade do século XVIII, configurando um período de verdadeira ascensão do Arquivo da Coroa. Seguiu-se uma fase de queda nefasta, em consequência do terramoto de 1755, que provocou o desmoronamento da torre do Castelo em que o arquivo estava instalado e uma reorganização dos fundos segundo critérios metódicos, inspirados já pelo pensamento das Luzes.

2026-01-01T00:00:00Z