ESEV - DCL - Artigo em revista científica, indexada ao WoS/Scopus
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- Aligning HE Pedagogical Innovation with VET, Industry, and Research Partnerships: Insights on the Demola Portugal InitiativePublication . Amante, Susana; Fernandes, RosinaAcademia–industry collaboration has been around for some time, but there has been a shift in both the education and workforce settings to work closely together, coordinating initiatives across all sectors, namely higher education (HE), vocational education and training (VET), and industry, in an attempt to mutually drive innovation, provide opportunities to go from concept to action, encourage entrepreneurship, improve ICT use, and other equally important hard and soft skills, aiming to bridge the existing gap between the teaching–learning arena and the business world. Aware that the VET sector, HE, the government, and industry should be devoted to forging partnerships considered key to the development of research, leading to quality, more business, and ultimately, the economic and social well-being of society, a Consortium of 14 Portuguese Polytechnic Institutions engaged in an innovative pedagogical training program, “Learning based on co-creation processes,” a project within the Demola Portugal Initiative (2021–2023), and at the Polytechnic Institute of Viseu (IPV) with reference No. POCH-04-5267-FSE-000818. This training program, with its active methodologies, is then put into practice through the “Link Me Up—1000 Ideias” project. In our study, we will focus on the needs, expectations, and experiences of the IPV teaching staff and the vocational schoolteachers that participated in the training course. Through the analysis of questionnaires and e-portfolios of the participants in the first two editions (January–June 2021 and September 2021–February 2022), we intend to answer the following questions: (i) Which facilitation skills can be meaningfully used by the teachers participating in the (Demola) Pedagogical Innovation Training course at IPV? (ii) Which tools/platforms can enhance the students’ learning and collaboration among different team members, company representatives, and trainees/facilitators? The data collected confirm that the Demola Portugal Initiative provides an effect
- Chimamanda Adichie, Mia Couto e o combate às expectativas de géneroPublication . Amante, SusanaEm A coisa à volta do teu Pescoço, a escritora nigeriana Chimamanda Adichie dá vida e voz a personagens femininas várias que, numa amostra por conveniência, cingiremos às presentes nas histórias “Cela Um” e “A Historiadora Obstinada”. As questões de género, noutro canto de África, são tratadas por Mia Couto, um feminista convicto. É na senda de um novo rumo para a garantia dos direitos das mulheres, que analisaremos a representatividade feminina em contos selecionados de Estórias Abensonhadas, como na “Esteira do Parto”, “O Perfume”, “Os infelizes cálculos da felicidade”, “Joãotónio, no enquanto” e “Os olhos fechados do diabo do advogado”. Tendo como pano de fundo estes autores, procuraremos analisar 1. as formas como a mulher é representada nas narrativas em estudo e 2. quão mais (in)felizes as personagens femininas se tornam quando não sentem o peso das expectativas de género.
- Co-creation and Pedagogical Innovation in Higher Education: An Account of Two Trainees and Facilitators Participating in the Demola Portugal InitiativePublication . Amante, Susana; Silva, Ana Isabel; Pereira, FilipaBetween 2021 and 2023, the Polytechnic Institute of Viseu (IPV), in Portugal, conducted two interdependent projects aimed at training teachers and fostering collaboration between industry and academia. These projects involved teams of students tackling challenges posed by local companies and non-profit organisations. One such challenge, ‘The Mission of Libraries’, explored the future role of libraries in society, partnering with the António Lobo Antunes library. Another challenge, ‘Born to Save’ collaborated with ARTIDERCA-Agência Criativa to enhance people’s lives, particularly through children and their engagement with first aid practices. This paper presents the methodologies, tools, platforms, and tasks employed in addressing these challenges. Through a case study methodology based on the trainees’ reflections on their facilitation process, the study subscribes to the core values identified by the training entity Demola Global. These values, namely communication, action, curiosity, diversity, imperfection, and responsibility contribute to co-creation and help build bridges between academia and the labour market. Such dynamics underpin active learning methodologies, impacting students, teachers, and communities. This research highlights the importance of pedagogical innovation training in preparing teachers to integrate challenge-based learning into their teaching practices and align with the expanded mission of Higher Education Institutions. The implications for policymakers lie in the need to support projects like the Demola Portugal Initiative, fostering collaboration between academia, industry and society to address innovative, real-world challenges.
- Exploring E-portfolios: Illuminating Accounts of the Pedagogical Innovation Training Programme at the Polytechnic Institute of ViseuPublication . Amante, SusanaEvery educational institution strives for pedagogical excellence, driven by the goal of providing the most effective and impactful learning experiences to its students. This is no different at the Polytechnic Institute of Viseu (IPV) and other Polytechnic Institutes participating in a Pedagogical Innovation Training Programme developed within a consortium committed to enriching educational methodologies and tools. There is evidence that innovative pedagogical methodologies lead to enhanced student engagement, foster meaningful interactions, promote critical thinking and problem-solving skills, and ultimately better academic achievement. This study focuses on the training course on pedagogical innovation offered to the teaching staff from IPV and vocational schoolteachers from the region, by examining their reflective portfolios. We aim at illuminating the impact and efficacy of the initiative in fostering active methodologies and innovative pedagogical tools, employing qualitative analysis to uncover the nuanced perceptions of the IPV participants in the six editions of the programme (2021-2023). The findings reveal that they value active methodologies, intercultural and multidisciplinary collaboration, and the integration of industry- aligned skills development, even if we encounter accounts of challenges faced during the implementation process of the training course. Ultimately, this study contributes to assessing the initiative’s impact and underscores the pivotal role of innovative teaching methodologies in striving for educational excellence. In light of the findings, policy recommendations include encouraging continued investment in pedagogical innovation training programmes, supporting interdisciplinary collaboration, fostering industry alignment, and addressing implementation challenges to ensure the effectiveness of such initiatives.
- Forging a space for dialogue and negotiation in modern picture books by Melanie FlorencePublication . Amante, SusanaCanadian children’s literature has a relatively short history, which is not surprising because Canadian literature itself is a recent and problematic category, struggling for a definition and identity of its own. The lack of national homogeneity is reflected in both CanLit and its counterpart for children, and rather than being a weakness, the multitude of voices that inhabit the Canadian territory has become its essence and strength. Lately, we have noticed a growing interest and market demand for picture books by Indigenous voices. Melanie Florence is one such voice, and she honours her past by bringing to the fore the inescapable dark weight of collective tragedies such as the residential school system and the disappearance and murder of Aboriginal women and girls, a hidden national crisis. In this article, we aim at getting to know and help readers discover Missing Nimâmâ and Stolen Words by this new picture book writer, who is speaking up and voicing First Nations’ concerns, bringing back memories, but also forging a space for dialogue and negotiation, a space where text and illustration are combined and provide a harmonious whole. In this space, difference and binarisms do not result in dualism, but in highly synergistic relationships.
- From Teachers’ Innovative Practices to Students’ Co-Creation: A Glimpse of the Project “Link Me Up – 1000 Ideias”Publication . Fernandes, Rosina; Amante, SusanaHigher Education Institutions are, more than ever, open to innovative practices, and nowadays the triple helix of University, Industry and Government is taking place through the implementation of projects such as “Link Me Up – 1000 Ideias”. This project, funded by COMPETE, was created as a network bringing together thirteen Portuguese Polytechnic Institutes to promote entrepreneurship among students, called talents, in academia. In a multidisciplinary approach, a cocreation team of 4-6 students, working together with organisation partners and using teacher’s innovative practices, explore a future-oriented challenge in order to design solutions, ideas and future scenarios, in an 8-week process that aims to empower students to create their own innovative companies or projects and to help them to be prepared for the transition to the world of work, developing soft skills that are required in our competitive society. This project is linked to another, entitled “Learning based on co-creation processes,” funded by POCH, in a partnership with DEMOLA Global, which provides teachers (in this process, they become facilitators) with innovative methodologies that are then operationalised when implementing co-creation challenges. In this study, we aim at presenting the “Link Me Up” project from the point of view of students from the Polytechnic Institute of Viseu and local organisations, by a) reflecting upon the questionnaires applied to students and companies to assess their degree of satisfaction with their participation in the project, identifying key areas enhanced by the experience. Additionally, b) we will look at the reports written by the group of students as they summarise the work developed in partnership with companies throughout eight intensive weeks. We will conclude, not with a retrospective view, although it is important to look at the past to build the present, but with the perspective of a future that is collaborative, reflective, critical and increasingly creative.
- In her hands: navigating [sexual] identity and gender roles in a Portuguese graphic novel for young adults by Joana EstrelaPublication . Amante, SusanaVisual narratives, such as graphic novels and comic books, are powerful forms of literature that use verbal and pictorial modes, in intersemiotic complementarity, making them an effective tool to tackle social issues, namely to explore hidden or sensitive topics in a thought-provoking, entertaining, and inspiring way. This is the case in the last graphic novel published by a young Portuguese writer and illustrator for children and young adults, Joana Estrela, the recipient of numerous prestigious awards. In this study, then, we intend to focus on Raquel, the protagonist in Pardalita, who takes her future into her hands and ventures to navigate the waters of self-discovery, crossing prejudice and challenging gender role stereotypes. Through her theatre group, she enters a third space that promotes inclusivity and empowers individuals regardless of gender. By analysing the multimodality that characterises this book, we come to realise the synergistic and transformative potential that visual narratives hold.
- Learning based on co-creation processes: a glimpse of the (Demola) Pedagogical Innovation Training course at IPVPublication . Amante, Susana; Fernandes, Rosina: The development of technologies, services and products in our increasingly global, interconnected, and digital world implies the training of future professionals capable of solving challenges, embracing diversity, and co-constructing innovative and disruptive scenarios. Higher Education (HE) has been adapting to these times of change and, consequently, the academy has started to open doors to partnerships with local organisations, in synergies that go beyond internships to include research and a modernisation agenda, with clear benefits for all the stakeholders and with positive effects on the national economy. Thus, pedagogical practices need to be updated, and Demola model aims at contributing to innovation processes by fostering academia-industry collaboration. In this study, we will focus on the first edition (January-June 2021) of the project entitled “Learning based on co-creation processes,” funded by POCH, developed in a partnership with Demola Global, and in close connection to another project, Link Me Up, integrated in a consortium of 13 Polytechnic Institutes, including the Polytechnic Institute of Viseu (IPV). Specifically, we will focus on 1) the Demola methodology and tools used by the participants in the Pedagogical Innovation Training course at IPV, Viseu, Portugal; 2) the questionnaires applied to the team of IPV trainees/facilitators; and 3) the reports they wrote at the end of the process to a) analyse the profile of the teaching staff seeking alternatives to improve their teaching practice; b) assess their perception of the Demola pedagogical innovation course, and c) the implications on their future practices. Our findings reveal that this project that offers pedagogical innovation is highly valued by the participants at IPV, as they feel they are more open: to collaboration within and outside the academia; to use innovative tools and platforms; to acknowledge the need to accept and manage uncertainty and to facilitate societal challenges in multidisciplinary teams of (inter/)national students.
- NARRATIVA VISUAL E ALTERIDADE EM MAMA’S SLEEPING SCARF, DE CHIMAMANDA NGOZI ADICHIE: IDENTIDADE CULTURAL E REPRESENTAÇÕESPublication . Amante, Susana26/02/2025, 18:12NARRATIVA VISUAL E ALTERIDADE EM MAMA’S SLEEPING SCARF, D…E: IDENTIDADE CULTURAL E REPRESENTAÇÕES | Revista Prâksis Page 1 of 2https://periodicos.feevale.br/seer/index.php/revistapraksis/article/view/3909 Atual Arquivos Notícias Sobre Buscar Susana Amante Instituto Politécnico de Viseu DOI: https://doi.org/10.25112/rpr.v1.3909 Palavras-chave: Chimamanda Ngozi Adichie., Literatura infantil., Pós- colonialismo, Semiótica Visual., Identidade, Género, Alteridade e Representações. Resumo Chimamanda Ngozi Adichie é uma reconhecida autora nigeriana, cuja obra literária explora temas como identidade, género, pós-colonialismo e cultura. O presente artigo analisa a forma como em Mama’s Sleeping Scarf, a sua primeira incursão na literatura infantil, Adichie oferece uma narrativa simples, mas profunda, que celebra a cultura africana e a diversidade familiar. A narrativa, centrada em Chino, uma menina nigeriana, utiliza o lenço de dormir da mãe como um símbolo de conexão intergeracional e identidade cultural. Adichie desafia estereótipos ao retratar uma mãe trabalhadora e um pai envolvido nas tarefas domésticas, subvertendo papéis tradicionais de género. A obra destaca-se pelas suas ilustrações vibrantes que refletem a herança cultural nigeriana, enquanto o texto aborda de forma acessível temas complexos como equidade de género e diversidade cultural. Mama’s Sleeping Scarf é uma contribuição significativa para a literatura infantil, descolonizando-a ao oferecer uma representação positiva e inclusiva da cultura africana. Através desta obra, Adichie reafirma seu compromisso com a representação cultural e a construção de narrativas que promovem a compreensão intercultural desde a infância.