Repositório Aberto
Universidade Aberta Scientific Repository
Recent Submissions
O Humano em Pedra e Lume: leituras dos Contos do Varziela
Publication . Vila Maior, Dionísio; Paolinelli, Luísa
Leitura crítica dos 20 "Contos do Varziela", de Manuel Andrade
O papel do ensino da poesia na formação humana e escolar (conferencista: Raquel Brandão do Sêrro)
Publication . Sêrro, Raquel; Moreira, Filipe Alves; Grünhagen, Sara; Vila Maior, Dionísio; Cardoso, Teresa Margarida Loureiro; Chenoll, Antonio
Integrada no Ciclo de Conferências sobre o Ensino da Literatura, esta sessão realizou-se no dia 5 de novembro de 2025, na Delegação Regional de Coimbra da Universidade Aberta.
Proferida por Raquel Brandão do Sêrro (Instituto Politécnico de Coimbra) e moderada por Filipe Alves Moreira (Universidade Aberta), a conferência discutiu o papel do ensino da poesia na formação humana e escolar, refletindo sobre a especificidade do género lírico, a experiência sensível que promove e a sua relevância no desenvolvimento dos estudantes.
O Ciclo é uma iniciativa do Departamento de Humanidades (DH) da Universidade Aberta e conta com o apoio do Departamento de Educação e Ensino a Distância (DEED/UAb), do Laboratório de Educação a Distância e eLearning (LE@D/UAb), do Centro de Formação de Associação de Escolas Nova Ágora e do Centro de Literatura Portuguesa da Universidade de Coimbra.
Comissão organizadora:
Sara Grünhagen (DH/Universidade Aberta e CLP/Universidade de Coimbra)
Dionísio Vila Maior (DH/Universidade Aberta)
Teresa Cardoso (DEED e LE@D/Universidade Aberta)
António Chenoll Mora (DH e LE@D/Universidade Aberta)
Tecnologia, sustentabilidade e desigualdade social: desafios e perspectivas na revolução digital
Publication . Vieira, Marianne; Neves, Gabriela Furtado; Medeiros, Aparecida Dantas de Almeida; Vieira, Alberto da Costa; Henriques, Susana; Veloso, Cláudia Miranda; Valentim, Ricardo; Reis, Mario dos
Este estudo investiga a relação entre a Revolução Digital, sustentabilidade e desigualdade social. O objetivo é entender como as Tecnologias da Informação e Comunicação (TIC) podem impulsionar mudanças estruturais e reduzir desigualdades, ao mesmo tempo em que geram exclusão digital em populações marginalizadas. A metodologia utilizada foi uma revisão de literatura, com base em obras de autores como Schwab (2016) e Bielschowsky e Torres (2018), que fornecem uma visão crítica sobre os impactos da Revolução Digital. Os resultados revelam que, embora as TIC ofereçam oportunidades de inclusão social e econômica, elas também intensificam disparidades, principalmente nas regiões em desenvolvimento, onde o acesso à internet e outras tecnologias ainda é limitado. A conclusão aponta para a necessidade de políticas públicas que promovam o acesso equitativo à tecnologia e reduzam as barreiras digitais, favorecendo o desenvolvimento sustentável e a equidade social.
Transforming education for democracy: aesthetic and Embodied learning in the aeced project
Publication . Neves, Cláudia; Oliveira, Juliana Gazzinelli de; Almeida, Ana Patrícia; Abelha, Marta; Abrantes, Pedro; EDULEARN
Democracy is a dynamic and evolving process that requires continuous engagement, reflection, and transformation. Traditional educational approaches often emphasize cognitive competencies at the expense of emotional, sensory, and embodied dimensions of learning. The AECED Project addresses this gap by developing pedagogical frameworks that integrate Aesthetic and Embodied Learning for Democracy (AELD) to enhance democratic engagement. This study presents preliminary findings from an 8-week online course designed for early childhood and primary educators, as well as adult and professional learners in Portugal. Using a Participatory Action Research (PAR) approach, the course encouraged educators to experiment with AELD methodologies, fostering power-sharing, transformative dialogue, holistic learning, and relational well-being in their classrooms. Data from surveys, reflections, forum discussions, and intervention projects were analysed through a mixed-methods approach, revealing shifts toward more participatory and democratic teaching practices. The study highlights the potential of AELD in fostering inclusive and engaged learning environments and underscores the role of
digital learning ecologies in supporting democratic pedagogies.
Education for democracy in virtual environment: teacher training practices for aesthetic and embodied learning
Publication . Neves, Cláudia; Oliveira, Juliana Gazzinelli de; Almeida, Ana Patrícia; Abelha, Marta; Abrantes, Pedro
This paper presents the results of an online continuous training course developed within the scope of the European project AECED (Aesthetic and Embodied Learning for Democracy-as-becoming), focused on teachers and educators of pre-school, early years and vocational education in Portugal. Based on the principles of Aesthetic and Embodied Learning for Democracy (AELD) and anchored in the Participatory Action Research (PAR) methodology, the training promoted spaces for co-research, critical reflection and pedagogical co-creation in a digital environment. The training proposal articulated somatic and aesthetic approaches with the foundations of democratic pedagogy, aiming to reconfigure teaching practices and expand the possibilities of an education centered on sensitivity, expression and dialogue.
The research was based on the qualitative analysis of multiple data sources — discussion forums, reflective diaries, interviews and pedagogical projects with audiovisual and narrative documentation in all phases of the course, lasting eight weeks. The analysis revealed significant changes in the participants’ conceptions of democracy in education, revealing a shift from a normative and curricular vision to a relational, sensitive perspective situated in everyday practices. Teachers began to recognize the body and sensoriality as legitimate dimensions of mediation of knowledge and democratic coexistence, assuming their role as facilitators of participatory and inclusive contexts.
Despite the technical and institutional challenges associated with eLearning — such as limitations on sharing multimedia materials, ethical restrictions on the use of images, and difficulties in emotional connection in asynchronous environments — participants mobilized creative strategies that allowed them to overcome these obstacles. The activities developed included visual narratives, movement workshops, the creation of thematic performances, and sensitive listening dynamics, fostering critical thinking, empathy, inclusion, and mutual respect. These experiences revealed that, even in digital environments, it is possible to create aesthetic and embodied learning spaces capable of promoting
democratic values and renewing pedagogical engagement.
Another central aspect that emerged was the appreciation of collaborative dynamics, which were expressed in forums and shared activities as ways of building online learning communities. Through mutual support, sharing of vulnerabilities and active listening, participants created networks of coreflection and pedagogical experimentation. The application of the Community of Inquiry model allowed us to analyze how cognitive, social and pedagogical presence was constructed throughout the course, favoring an ethical, critical and relational learning experience.
The results suggest that the articulation between AELD and PAR in digital environments represents a promising path for the professional development of teachers and for the reinvention of more sensitive, participatory and democratic educational practices. The work also continued with recommendations to expand the integration of aesthetic and embodied approaches in teacher training, including: greater curricular flexibility, institutional support for pedagogical experimentation, appreciation of sensitive and
bodily expression as a formative dimension, and public policies that encourage education centered on listening, inclusion and democratic transformation.