CIAC | Artigos em revistas internacionais / Papers in international journals
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- Arte figital: taxonomia e análise das dimensões híbridas na experiência estética contemporâneaPublication . Caldeira, Nelson; Veiga, Pedro Alves da; Cordeiro, JoaoEste artigo examina a integração entre o físico e o digital na expressão artística contemporânea, sendo proposto o termo arte figital, um conceito derivado do termo phygital, adaptado do inglês para designar experiências híbridas que combinam elementos tangíveis e virtuais. A arte figital reflete uma fusão colaborativa entre o físico (fí-) e o digital (-gital), na qual ambos os componentes se influenciam mutuamente, possibilitando novas formas de expressão artística e de fruição por parte do público. Para analisar estas dinâmicas, propõe-se uma taxonomia composta por seis categorias principais: integração físico-digital, fruição, interatividade, envolvimento corporal, experiência sensorial e profundidade conceptual. Esta estrutura permite uma avaliação abrangente das várias dimensões da experiência figital, fundamentada com base em teorias de autores como Manovich, Grau, Dewey e Veiga, entre outros. Para testar a robustez e validade da taxonomia, esta foi aplicada a três obras representativas; Rain Room, The Treachery of Sanctuary e Unnumbered Sparks, analisando-as de forma comparativa e destacando a singularidade de cada uma no espectro figital. A aplicação deste modelo taxonómico revela-se eficaz para identificar o equilíbrio entre os componentes físicos e digital e o envolvimento do público em múltiplos níveis. A tabela de classificação e o gráfico radar fornecem uma visualização clara da posição de cada obra, permitindo observar as diferentes abordagens. A flexibilidade desta taxonomia torna-a uma ferramenta para a análise e compreensão da arte figital, apoiando a inovação e a interatividade num contexto em que o tangível e o virtual se fundem de forma cada vez mais complexa.
- The plasticity of generative artificial intelligence in materialized artistic practice: case study ‘in/visibilidades no feminine 2.0’Publication . Palma, Célia Fernandes; Carvalho, Isabel Cristina; Tavares, Mirian; Olivero, Lucas FabianThis article offers a critical examination of the convergence between art and technology, exploring how the generative plasticity of Artificial Intelligence reconfigures emerging artistic practices. It analyses the transformations introduced by Generative Artificial Intelligence, which metamorphoses modes of expression, production, and authorship while simultaneously enabling the subversion of hegemonic narratives and the emergence of new digital aesthetics. The analysis focuses on the materialisation of artistic artefacts through generative processes, with particular emphasis on the case study in/visibilidades no feminino 2.0, an experimental project that employs GenAI as a device for the symbolic recomposition of female identity, supported by ethnographic imagery and critical mediation strategies. The results demonstrate that GenAI can operate as an agent of co-authorship and interdisciplinary collaboration, fostering the reinscription of gendered subjectivities and opening space for new forms of representativity in contemporary art. Informed by Donna Haraway’s posthumanist perspective [1], this reflection problematises the relations between technology, hybridity, and identity construction, highlighting generative plasticity as a field of aesthetic experimentation and sociocultural transformation.
- Narrative portals and augmented reality: activating empathy in creative projectsPublication . Gouveia, Ana Raquel; Carvalho, Isabel Cristina; Maldonado, Paulo; Olivero, Lucas FabianIn an era marked by the increasing fragmentation of human relationships – where mechanisms of social and emotional connection often struggle to adapt to the acceleration of communicational technologies and digital ecosystems – Digital Media Art assumes a role of critical and sensitive mediation. The experimental and research-driven exploration of ways to reconfigure modes of being-with-others through technology fosters intersections between creative practices and other means, such as digital narrative and augmented reality, particularly given their immersive and interactive potential oriented toward ethical, social, and cultural concerns. These practices propose frameworks for listening, sharing and symbolic co-presence, where empathy is not conceived as a passive emotion, but as a relational process. This article offers a theoretical reflection on such frameworks, focusing on narrative portals activated through augmented reality, and analyses four contemporary international art projects (2021-2025) - Como Semillas en el Viento, Monumental Perspectives, Las Awichas and Augmented Landscapes of Empathy – which integrate technology and storytelling to cultivate affective and community-based connections. Through comparative analysis, this article aims to understand how these creative projects are situated within the field of Digital Media Art and how they configure spaces of relation and collective memory.
- Média arte digital: o link entre a escola e a cidadania ativaPublication . Jermias, Sílvia Venturinha; Carvalho, Isabel Cristina; Soares, Ana IsabelEm pleno século XXI, a Média Arte Digital é parte constituinte da formação integral dos mais jovens. O acesso online, em equipamentos portáteis, facilita o acesso rápido, imediato e ao vivo, em qualquer espaço, formal ou informal, a diversos conteúdos. Nas escolas portuguesas os conteúdos inerentes à era digital são cenários de aprendizagem para os currículos onde os alunos desenvolvem competências digitais estimulantes da criatividade e da prática artística, capacitando-os para manusear e criar conhecimento através das ferramentas digitais. Atualmente, são definidos no Perfil dos Alunos à Saída da Escolaridade Obrigatória (PASEO) como valores a considerar para a Cidadania e a Participação, o saber tecnológico, a resolução de problemas, o pensamento crítico, a sensibilidade estética, de cerca de dez outras áreas de competências. Nas redes sociais os jovens comunicam e estabelecem conexões pessoais e sociais. Este consumo livre, fora das escolas, nem sempre está aliado a espaços físicos ou digitais de acesso à criação artística, individual ou coletiva, como estímulo para a arte e intervenção na prática ativa da cidadania. Serão os jovens meros seguidores da tecnologia num contexto informal? O presente artigo procura o foco da relação entre a Média Arte Digital e a Escola, na prática de uma cidadania ativa, e a sua ausência fora da escola. Os polos culturais das comunidades locais organizam-se geralmente em função de programas, festividades e interrupções letivas, nem sempre com continuidade temporal ou com metas socioeducativas. Na comunidade local a estrutura sociocultural e digital difere das competências fomentadas nas escolas. No âmbito das artes, a Média Arte Digital procura um espaço público para criação e partilha, um lugar de encontro estruturado e acessível aos mais jovens. Como estímulo da sensibilidade estética e artística dos jovens, os projetos nacionais dinamizados nas escolas portuguesas, Plano Nacional de Cinema (PNC), Plano Nacional das Artes (PNA), e outros, são a base onde a Média Arte Digital se desenvolve e habita na criatividade dos estudantes. A Média Arte Digital pode dar continuidade a estes projetos na sociedade, local e nacional, e permitir o acesso e a inclusão dos mais jovens numa Cidadania mais interventiva e criativa, estabelecendo uma relação entre a Escola e a Cidadania Ativa.
- Critical spatial thinking in women's resilience for an inclusive cityPublication . Carvalho, Isabel CristinaGender continues to affect how urban spaces are perceived and experienced. Girls and women continue to experience sexual harassment, feel unsafe and conditioned as they live and move in urban environments. Reinforcing the concept "Right to the City" of Henri Lefebvre (1991) and David Harvey (2008), this paper aims to explore the need to promote critical spatial thinking to demystify gender stereotypes, leading to the exercise of active citizenship, able to participate and contribute to the (re)design of an inclusive city. People are social products whose values and beliefs are shaped by society, often perpetuating social practices and norms that promote gender inequalities. It is crucial to enable and encourage critical spatial thinking about women's environment to understand and recognise existing limitations and constraints. The desire for change begins with awareness of the situation in which we live. Several authors refer to critical thinking as fundamental to the empowerment process, pointing out that by exercising critical reflection on the situation, women challenge gender inequality. The exercise of critical spatial thinking also highlights the need for new communication processes that recognise and enhance the importance of showing and share individual perspectives in the use of urban spaces. It will enrich a more active collective voice, increase civic participation necessary to build safer and gender-equal spaces in urban life.
- Facing challenges in higher education: enhancing accessibility and inclusion through flexible learning designPublication . Afonso, Ana Paula; Morgado, Lina; Carvalho, Isabel Cristina; Spilker, Maria João; Kuyini, Ahmed Bawa; Opoku, Maxwel Peprah; Das, Ajay Kumar; Nketsia, WilliamThe increasing cultural and demographic diversity among higher education students highlights the challenges regarding accessibility and inclusion. The COVID-19 pandemic has accelerated the shift toward flexible, technology-based teaching practices. However, inclusive, and accessible pedagogical practices lack consistency, particularly when supporting students with disabilities or diverse learning needs. This study evaluates the effectiveness of the Learning Design for Flexible Education (FLeD) Tool—a web-based platform developed to support teachers in designing flexible and inclusive learning scenarios. The research adopts a qualitative approach, featuring semi-structured interviews with two Portuguese experts in accessibility and inclusion. The experts analyzed three learning scenarios designed using the FLeD Tool, through the lens of Universal Design for Learning standards. The collected dataset was analyzed using thematic analysis to identify common issues, strengths, and opportunities for improvement. The findings show a gap between institutional policies and their practical application, mainly due to inconsistent teacher training and technical limitations. While the FLeD Tool supports more flexible and inclusive pedagogical designs, experts have identified key shortcomings such as the lack of automated accessibility checks and limited support for specific disabilities. Despite the reduced number of participants (two experts) and dataset (three learning scenarios), which limits the study’s generalizability, the conclusions draw attention to the pivotal role of systematic teacher training, embedded accessibility features and solid institutional policies in bridging the gap between policy aspiration and effective inclusive practice.
- Prospective workflows for generative AI-assisted immersive illustration: the case of multiplicityPublication . Masiero Sgrinzatto, Chiara; Araújo, António; Caires, Carlos SenaThe introduction of generative AI into the field of immersive illustration threatens to displace both the knowledge of perspective and the practice of drawing as the main tools of this very technical branch of illustration. Yet for many illustrators this type of technical drawing is not just a tool but an end in itself. We consider what future workflows may accommodate both AI and handmade drawing in a way compatible with the market realities of illustration, and we illustrate our reflections with the case study of MultipliCity, an installation exploring and representing the interplay between myth and reality in the Venetian urban environment.
- A novel shortcut to cubical perspective drawingPublication . Olivero, Lucas Fabian; Araújo, António; Rossi, AdrianaThe article introduces a novel construction that simplifies the drawing of cubical perspectives. A recent work described a method for drawing cubical perspectives which classifies lines into several types and renders each type systematically. Some of these types require an auxiliary external construction, hindering the drawing process. This research proposes a novel method that shortcuts this step with an internal construction. This method both accelerates and simplifies the studio process, reduces systematic errors, and makes freehand sketching more viable and precise. Next, the shortcut is applied through the case of the Solimene factory (Italy), an organic architecture that highlights both the issues inherent to cubical representation and the advantages of the proposed shortcut.
- A prototype for cartographic human body analysisPublication . Carvalho, Elizabeth; Marcos, Adérito; Santos, Maribel Yasmina; Espregueira-Mendes, JoãoIt is proposed a cartographic-oriented model to visualize and analyze medical data relative to the human body. A prototype implementation has proved the viability and long-term promise of this approach in two case studies.
- Using a cartographic model to assist medical diagnosesPublication . Carvalho, Elizabeth; Marcos, Adérito; Santos, Maribel Yasmina; Espregueira-Mendes, João; Pereira, Rogério B.Objective: The main goal of the CHUB (cartographic human body) model is to introduce a cartographic approach that can assist in the analysis, visualization and diagnosis of medical images and related data. Method: A cartographic model is proposed as a reference framework for developing computer systems and applications. This model accommodates subtle spatial features of these data that may facilitate diagnosis. Medical images and related data are structured into different “human-referenced” information layers. Algebraic map operations are used to combine these layers and achieve greater insights into the information content. Results: Two case studies were considered to evaluate and validate the model: hydrokinetic therapy and the diagnosis of knee osteoarthritis. A prototype based on the CHUB model was implemented, and two different approaches were used to test and evaluate it. Full acceptance of the model was achieved by clinicians who used the CHUB system.