Indeed, digital transformation is just like the new models of the various technological devices (smartphones, tablets, smart watches) that are used without us fully mastering their resources. It is happening in an accelerated way without even having a clear understanding of the phenomenon. It is typically a situation in which reality occurs at a speed greater than its understanding, thus claiming the researchers' positioning in the face of digital contemporaneity. Just like Uber, that initially imposed itself as a “de facto” reality (in practice) before becoming a de jure standard (supported by law), the research agenda digital transformation seeks to guide the future of research in the field, but, due to the speed of changes, it may fit into the metaphor of the lantern on the ship's stern, helping to illuminate the past. Even though the organizational practice is more agile than the academy, it is still worth emphasizing the fundamental role of research in interpreting the nuances of the phenomenon through the most diverse perspectives..

By probing into the Latin word communitate this essay first considers possible deviations from the original meaning in order to link it to the specific field of English and American Studies and, afterwards, proposes to evaluate its accommodation to new modes of conscience throughout the changing times. Some key figures will be mentioned but the mainstay of the argument will be built around Ralph Waldo Emerson who, as an “American scholar”, has made some excellent inroads into the relationship of the self with his /her community, and on how much human creativity depends on this relationship. This will be illustrated by reference to a diversity of writers and other artists whose achievements are strongly imbued with the sense of the self at work within the community, this same sense being then explored in association with creativity and the notions of academy and associativism. I will, finally, switch from this more speculative instance of my essay to the history of APEAA. Ever since the thirty four plus something years of this Association’s foundation/existence, it has afforded a practical example of how the Humanities, as practiced in our field of studies, may achieve their goals with a little imagination and a good measure of willingness. The example of some of the founding figures of APEAA, the innovative paths they were able to launch and which we are nowadays pursuing, have certainly heralded the future capability to make the most of this Association’s potential and its role as a meeting place, which, at different levels (national and international) provide the opportunity for a fruitful dialogue among the variety of disciplines and methodological preferences of its members.

Narrative art is as old as human kind and assumes itself as a fundamental element of everyday life. In this sense, since a narrative is a story that presents a diegetic universe composed of real or imaginary events, lived by fictional or true beings in a given time and space, this paper’s objective is to establish and present some thought about the video competition held by the School of Education from Viseu as a laboratory for narrative creativity. This initiative, which has already held twelve editions, integrates itself within the sphere of the institution's cultural activities and it is an encouragement space for short cinematographic creations. In parallel, it aims to stimulate the talent, the creativity and the quality of the work submitted. In this contest, the students are invited, individually or in small groups, to create a short film with a maximum duration of 10 minutes, in Portuguese or in English and authors are free to propose the theme. The genres accepted in the competition are fiction, documentary and animation. The analysis of this experience allows us to list several positive aspects, such as the added value of the academic competition of short films as a mean to motivate and encourage Portuguese cinematographic production within an academic context, as well as to allow the development of skills in filming, editing and post-production by students from different study cycles.

Este artigo apresenta uma análise da subcategoria de papel de gênero, no decurso de um estudo comparativo na Universidade da Madeira, UMa (Portugal) e na Universidade Federal de Sergipe, UFS (Brasil) sobre “Vozes dos estudantes universitários sobre a diversidade sexual e de gênero, sua relação com a coeducação e com a inovação pedagógica.” Em termos metodológicos foi adotada uma abordagem qualitativa, com aplicação de um questionário com questões abertas e fechadas e o visionamento de um vídeo curto de enquadramento do tema. Foi feita a análise de conteúdo aos dados obtidos. Os resultados comparados mostram que tanto os ex-estudantes da UMa como os da UFS valorizam o conceito de papel de gênero e reconhecem a necessidade de discuti-lo. Utilizam expressões idênticas quando fazem considerações valorativas sobre este conceito. No entanto verifica-se que há um envolvimento maior dos ex-estudantes da Universidade Federal de Sergipe na discussão deste tema. Em oposição, as respostas dos ex-estudantes na Universidade da Madeira confirmam a pouca adesão a essa iniciativa. Também se observa que a maioria dos ex-estudantes da UFS tem uma forte consciência dos constrangimentos que a vivência do papel de gênero acarreta, fora dos padrões sociais estereotipados. Isso pode ser justificado por experienciarem contextos sociais predominantemente paternalistas, com a presença de tabus sobre esta temática e que dificulta principalmente as mulheres na livre vivência do seu gênero.

Este artigo apresenta uma análise do conceito de pessoas transexuais, no decurso de um estudo comparativo na Universidade da Madeira, UMa (Portugal) e na Universidade Federal de Sergipe, UFS (Brasil) sobre “Vozes dos estudantes universitários sobre a diversidade sexual e de gênero, sua relação com a coeducação e com a inovação pedagógica.” Em termos metodológicos foi adotada uma abordagem qualitativa, com aplicação de um questionário com questões abertas e fechadas e o visionamento de um vídeo curto de enquadramento do tema. Foi feita a análise de conteúdo aos dados obtidos. Os resultados comparados mostram que a maioria dos ex-estudantes da UMa bem como como os da UFS conhecem e valorizam o conceito de pessoa transexual, centrado na construção/ reconstrução subjetiva da identidade. Existe na maioria dos ex-estudantes da UFS uma forte consciência dos constrangimentos acerca da vivência da transexualidade motivada pela influência de padrões sociais estereotipados. Isso é justificado pela experienciação de contextos sociais predominantemente paternalistas, com tabus sobre esta temática. Comparando os resultados, regista-se um envolvimento maior dos ex-estudantes da Universidade Federal de Sergipe na discussão do conceito de pessoa transexual. As respostas dos ex-estudantes na Universidade da Madeira confirmam menor adesão a essa iniciativa.

Este artigo apresenta uma análise da categoria de gênero, no decurso de um estudo comparativo na Universidade da Madeira, UMa (Portugal), e na Universidade Federal de Sergipe, UFS (Brasil), sobre “Vozes dos estudantes universitários sobre a diversidade sexual e de gênero, sua relação com a coeducação e com a inovação pedagógica.” Em termos metodológicos foi adotada uma abordagem qualitativa, com aplicação de um questionário com questões abertas e fechadas e o visionamento de um vídeo curto de enquadramento do tema. Foi feita a análise de conteúdo aos dados obtidos. Os resultados comparados mostram semelhança nos dois contextos estudados, relativamente ao conhecimento do conceito gênero. Porém, divergem relativamente ao envolvimento em conversas e debates sobre o tema no meio acadêmico. São os ex-estudantes da UFS os mais participativos e os ex-estudantes da UMa os que afirmam nunca ter participado. Os ex-estudantes dos dois contextos referem também que o tema gênero é tabu e que existe ainda preconceito social na sua discussão. Os ex-estudantes das duas universidades estudadas consideram que a abordagem, o envolvimento e a discussão deste tema melhoram o autoconhecimento, a afirmação pessoal em sociedade, sendo por esse motivo um tema educacional a trabalhar na academia.

This article presents an analysis of the sexual orientation subcategory, in a comparative study at the University of Madeira, UMa (Portugal) and at the Federal University of Sergipe, UFS (Brazil) on “Voices of university students on sexual and gender diversity, their relationship with co-education and pedagogical innovation.” We used a qualitative methodology, applied a questionnaire with open and closed questions and the viewing of a videocast. We did the content analysis of the data. The compared results revealed that there is greater knowledge about the concept of sexual orientation among former UMa students, although a greater involvement of former UFS students is observed. Former students at UMa confirm the low participation. Both universities recognize the need to discuss the topic and use identical expressions when making evaluative considerations. They also recognize the negative influence of taboos and prejudices.

The perspective of future journalists on the profession is important for a critical assessment of the way the academy, in its communication/journalism courses, prepares them. The results of a questionnaire survey to undergraduate and master's students of communication/journalism, from 11 Portuguese higher education institutions, point to a mismatch between perceptions about current journalism and future expectations, which led us to reflect on the role of educational institutions, which appear more as promoters of critical view of journalism, than promoters of proactive attitudes in the search for answers to the various challenges identified by students.

Vinculado à preocupação em estimular a eficiência e eficácia das práticas de construção, disseminação, divulgação, integração e aplicação científicas pelos investigadores do centro de investigação - Laboratório de Educação a Distância e eLearning (LE@D) da Universidade Aberta, este projeto tem como eixos centrais o estudo das atuais práticas e estratégias de comunicação científica online e a identificação e promoção de ferramentas e comportamentos que potenciem o ideal do movimento de Acesso Aberto e contribuam para a construção de uma educação, ciência e inovação igualmente abertas e enquadradas na realidade digital do século XXI. A necessidade de otimizar o trabalho levado a cabo pelos investigadores, através da observação permanente e da renovação adequada e integrada das suas competências digitais nos seus modelos e práticas de disseminação, divulgação, integração e aplicação científicas, é o eixo de referência de um projeto que propõe a criação de uma infraestrutura digital que integre, suporte, enlace e impulsione vivências de investigação abertas e cidadãs do mundo. No encalço da abertura do espaço da educação, da ciência e da inovação que definem o LE@D, a Academia Aberta enquadra uma proposta integrada no princípio deste laboratório de “promover atividades de disseminação… e de formação avançada” (Universidade Aberta, 2007) que permitam a criação de elos sólidos entre investigadores, investigação e práticas e tornem referencial, no plano nacional e internacional, o trabalho dos investigadores desta unidade de investigação. Aprimorar e estimular a disseminação, divulgação, integração e aplicação científicas significa, simultaneamente, acompanhar os ritmos e dinâmicas ditados pela sociedade da agilização do conhecimento e fortalecer os investigadores, enriquecendo os seus modelos e redes de trabalho, valorizando a sua investigação e distinguindo a sua participação e envolvimento na construção de soluções globais. Este movimento infinito exige uma atenção permanentemente inovadora e renovadora às ferramentas, processos e dinâmicas subjacentes ao espaço do virtual, pelo que a existência de uma plataforma de suporte à fluência digital do investigador pode potenciar a presença e relevância da investigação científica portuguesa no contexto global.

Visual literacy refers to the ability to “read” images, much like the way we “read” language. This form of literacy requires an awareness of the ways that visual images communicate meanings. Visual rhetoric does not only include specific concepts of design or aesthetic codes; it also describes how images reflect, communicate, and shape meanings. The evidence presented here to illustrate the issues around the manipulation, “reading” and interpretation of the imagery is drawn from the author’s larger research on the interplays between mass-mediatized images in the state of West Bengal, India, and the ideological discourses associated to the constitution/reproduction of the dominant Bengali culture and the politics of alterity and gender.

The present research aims to compare the entrepreneurial intention of university students before and during the Covid-19 pandemic. For this purpose, some dimensions were analyzed, such as the availability of this target audience to undertake an activity at their own risk, the preference for a future while employed by others, their perception of the values that society places on entrepreneurship, and the entrepreneurial abilities/skillsets. A comparative study of a quantitative nature was used, associating two samples composed of students of higher education in Portugal, the data were obtained before and during the COVID-19 pandemic. The analysis of the results permits us to conclude: (1) in the circumstances of macroeconomic changes resulting from the COVID-19 pandemic, entrepreneurial activity does not decrease; (2) respondents are less interested in being employed by others and more attracted to being entrepreneurs; (3) there is a growing concordance with the values that society places on entrepreneurship; and (4) there is now a greater aptitude for entrepreneurial activity. The present research is original, as it compares data obtained in different contexts of economic and social stability. It contributes to theory and practice, in the sense that it points to conclusions in the opposite direction of other studies carried out in situations of disasters of another nature, and can serve as a reference for the development of strategies to promote entrepreneurship, within higher education institutions and official entities to publicize and promote new public policies.

Pierre Auguste Broussonet appears to be the first researcher engaged in the study of the fishes from the Portuguese collections on Natural History, and especially the Royal Museum of Ajuda collections, including the utmost important one collected in Brazil by Alexandre Rodrigues Ferreira. He also dealt with the collection of fishes from the Royal Academy of Sciences, the institution that supported him during his stay of approximately four months in Lisbon, where he arrived sometime in September or October 1794. An experienced Naturalist, especially on Ichthyology, he produced a pioneer work on an entirely unknown collection, that of the Royal Academy of Sciences of Lisbon. This collection had certainly been transferred from the Royal Natural History Museum at Ajuda. Our present status of knowledge is largely based on documents from the Bibliothèque Centrale of the Muséum national d'Histoire naturelle, Paris. The document on fishes from the Academy's Museum (Table 3) is evidence for the intervention of Broussonet. This document is therefore and by far the more important one as far as Broussonet's intervention is concerned. Broussonet is thus a remarkable pioneer of the scientific cooperation between Portugal and France.

This research aims to study the determinants of entrepreneurial intention in academia and compare the outcomes from two different moments, before and during the COVID-19 pandemic. For this purpose, a quantitative methodology was used, whereby a questionnaire was given to higher education students in these two chronological moments. From the obtained results, it was possible to ascertain that, given the motivational dimension, the attitude towards behavior and perceived behavioral control are having a positive impact on entrepreneurial intentions during the pandemic and that subjective norms have a negative impact on entrepreneurial intentions. This relationship of influences is unchanged, either before or during the pandemic. Regarding the environmental dimension, both of the variables under analysis are having a negative impact on entrepreneurial intention during the pandemic period, which corresponds to an aggravation or loss of positive influences when compared to the context before the pandemic, and the next assessment had a positive impact on entrepreneurial intentions. On the theoretical contributions, the findings are very important, as they strengthen the literature on entrepreneurial intentions, and in specific contexts of social and economic instability. As for practical contributions, this research suggests actions to agents with an important intervention role in the community, one of these agents is Higher Education Institutions, which play a determining role by creating a positive environment to support their students’ entrepreneurial intent. This research is original, as far as we are informed, and it is the first to study entrepreneurial intention in academia during the COVID-19 pandemic in the Portuguese context. Moreover, we suggest that the obtained results should be succeeded by further studies to confirm the evolutionary trends now identified on the subject under analysis.

The present research aims to compare the entrepreneurial intention of university students before and during the Covid-19 pandemic. For this purpose, some dimensions were analyzed, such as the availability of this target audience to undertake an activity at their own risk, the preference for a future while employed by others, their perception of the values that society places on entrepreneurship, and the entrepreneurial abilities/skillsets. A comparative study of a quantitative nature was used, associating two samples composed of students of higher education in Portugal, the data were obtained before and during the COVID-19 pandemic. The analysis of the results permits us to conclude: (1) in the circumstances of macroeconomic changes resulting from the COVID-19 pandemic, entrepreneurial activity does not decrease; (2) respondents are less interested in being employed by others and more attracted to being entrepreneurs; (3) there is a growing concordance with the values that society places on entrepreneurship; and (4) there is now a greater aptitude for entrepreneurial activity. The present research is original, as it compares data obtained in different contexts of economic and social stability. It contributes to theory and practice, in the sense that it points to conclusions in the opposite direction of other studies carried out in situations of disasters of another nature, and can serve as a reference for the development of strategies to promote entrepreneurship, within higher education institutions and official entities to publicize and promote new public policies.

This research aims to study the determinants of entrepreneurial intention in academia and compare the outcomes from two different moments, before and during the COVID-19 pandemic. For this purpose, a quantitative methodology was used, whereby a questionnaire was given to higher education students in these two chronological moments. From the obtained results, it was possible to ascertain that, given the motivational dimension, the attitude towards behavior and perceived behavioral control are having a positive impact on entrepreneurial intentions during the pandemic and that subjective norms have a negative impact on entrepreneurial intentions. This relationship of influences is unchanged, either before or during the pandemic. Regarding the environmental dimension, both of the variables under analysis are having a negative impact on entrepreneurial intention during the pandemic period, which corresponds to an aggravation or loss of positive influences when compared to the context before the pandemic, and the next assessment had a positive impact on entrepreneurial intentions. On the theoretical contributions, the findings are very important, as they strengthen the literature on entrepreneurial intentions, and in specific contexts of social and economic instability. As for practical contributions, this research suggests actions to agents with an important intervention role in the community, one of these agents is Higher Education Institutions, which play a determining role by creating a positive environment to support their students’ entrepreneurial intent. This research is original, as far as we are informed, and it is the first to study entrepreneurial intention in academia during the COVID-19 pandemic in the Portuguese context. Moreover, we suggest that the obtained results should be succeeded by further studies to confirm the evolutionary trends now identified on the subject under analysis.

The present research aims to compare the entrepreneurial intention of university students before and during the Covid-19 pandemic. For this purpose, some dimensions were analyzed, such as the availability of this target audience to undertake an activity at their own risk, the preference for a future while employed by others, their perception of the values that society places on entrepreneurship, and the entrepreneurial abilities/skillsets. A comparative study of a quantitative nature was used, associating two samples composed of students of higher education in Portugal, the data were obtained before and during the COVID-19 pandemic. The analysis of the results permits us to conclude: (1) in the circumstances of macroeconomic changes resulting from the COVID-19 pandemic, entrepreneurial activity does not decrease; (2) respondents are less interested in being employed by others and more attracted to being entrepreneurs; (3) there is a growing concordance with the values that society places on entrepreneurship; and (4) there is now a greater aptitude for entrepreneurial activity. The present research is original, as it compares data obtained in different contexts of economic and social stability. It contributes to theory and practice, in the sense that it points to conclusions in the opposite direction of other studies carried out in situations of disasters of another nature, and can serve as a reference for the development of strategies to promote entrepreneurship, within higher education institutions and official entities to publicize and promote new public policies.

Ao relacionarmos o tempo na academia e na ciência em uma perspectiva de género como condição/pressuposto de partida, são inúmeras as questões que se levantam e que ultrapassam os indicadores atuais relativos à comparação entre a situação dos homens e das mulheres na academia e na ciência. O grau e valorização das unidades curriculares, cargos, áreas científicas, perfis e temas de investigação, as modalidades de financiamento e até mesmo a escolha de uma carreira de investigação devem ser equacionadas enquanto questões de género e correlacionadas com o uso, experiência, implicações e percepções do fator tempo pelas mulheres académicas nestas questões. Este artigo tem como objetivo explicitar alguns dos traços principais dos usos do tempo, por parte das mulheres académicas, identifi cando algumas das suas implicações para a política académica e científica a nível institucional. A partir da análise de resultados provenientes de um cruzamento de estudos realizados envolvendo entrevista e observação, percebe-se claramente como as narrativas femininas sobre o tempo tendem a relativizar as dificuldades individuais na administração e alocação do tempo, face à importância atribuída à necessidade de responder a exigências de caráter estrutural nas instituições. Nesta perspetiva, destaca-se o interesse em aprofundar a consciencialização sobre questões de genéro, incluindo o aprimoramento de indicadores para estudo e intervenção consentanêa com a promoção da igualdade de género em contexto académico.

Esta dissertação de Mestrado em Sociologia teve como tema as representações, perceções e incidência do assédio sexual entre estudantes da Universidade do Minho. É um estudo de caso de carácter exploratório, que recorreu a uma metodologia qualitativa para uma análise mais aprofundada de um fenómeno pouco estudado em Portugal. Pretendeu-se responder às seguintes questões: quais as representações e perceções dos/as estudantes da Universidade do Minho em relação ao assédio sexual? Qual a sua perceção da incidência e da prevalência do assédio sexual entre estudantes da Universidade do Minho? A investigação teve como principal objetivo apurar as formas e a perceção da existência de fenómenos de assédio sexual no contexto académico da Universidade do Minho. O seu objeto empírico foram estudantes da Universidade do Minho de ambos os sexos. A compreensão do fenómeno da violência de género passa por analisar a construção social dos papéis de género a partir de um conjunto de significados atribuídos pela sociedade, assentes numa lógica patriarcal que justifica o poder e a dominação masculinos. Assim, o assédio sexual é uma forma de violência de género, que passou a ser alvo de atenção na década de 1970, comummente ligado ao mundo do trabalho. Em Portugal, começa a ganhar destaque uma década mais tarde, com a primeira investigação que evidencia a dimensão do fenómeno no país. Em particular, na academia, o assédio sexual, começa a ser estudado na década de 1980 nos EUA, ilustrando-se a grande proporção de estudantes que são vítimas de assédio nos campi. Em Portugal, escasseiam estudos sobre o assédio sexual na academia, reforçando a necessidade de investigar este tipo de violência para perceber como a combater. Esta investigação seguiu uma metodologia qualitativa e teve como técnica principal de recolha de dados os grupos de discussão. No total, foram entrevistados/as 35 estudantes da Universidade do Minho, de diversas áreas de estudo. Os resultados obtidos organizam-se em cinco dimensões: o reconhecimento e a gravidade do assédio; as perceções da frequência, incidência e intervenientes nos fenómenos de assédio; os contextos do assédio; as respostas individuais e institucionais do assédio; e o último ponto, os efeitos psicológicos e comportamentais das experiências do assédio. As principais conclusões revelam que os/as entrevistados/as reconhecem e experienciaram situações de assédio na vida académica, sendo estas situações consideradas frequentes, sistemáticas e quotidianas. As principais vítimas são mulheres e os agressores são homens, podendo ser professores, colegas, funcionários ou desconhecidos. Os resultados mostram também que esta forma de violência acontece nos mais diversos contextos e tem várias consequências físicas e psicológicas, afetando as vítimas e quem as rodeia. Os/as entrevistados/as consideram, ainda, que há falta de falta de atenção da autarquia, da Universidade do Minho e do próprio governo relativamente à sua segurança nos campi e nos seus espaços envolventes.

O texto tem como propósito apresentar, de forma sucinta, as abordagens sociológicas sobre o tempo e a temporalidade nos mundos da ciência e da academia. Nesse sentido, procura mostrar quais são as principais contribuições dessa problematização para o desenho e implementação de políticas nas áreas da ciência e do trabalho académico. Sustentado em informação recolhida com recurso a entrevistas e observação realizadas em Portugal em vários momentos, o texto contribui para evidenciar as principais formas de revelação das experiências temporais dos próprios investigadores docentes e não docentes nos contextos das instituições de ensino superior.

This research aims to study the determinants of entrepreneurial intention in academia and compare the outcomes from two different moments, before and during the COVID-19 pandemic. For this purpose, a quantitative methodology was used, whereby a questionnaire was given to higher education students in these two chronological moments. From the obtained results, it was possible to ascertain that, given the motivational dimension, the attitude towards behavior and perceived behavioral control are having a positive impact on entrepreneurial intentions during the pandemic and that subjective norms have a negative impact on entrepreneurial intentions. This relationship of influences is unchanged, either before or during the pandemic. Regarding the environmental dimension, both of the variables under analysis are having a negative impact on entrepreneurial intention during the pandemic period, which corresponds to an aggravation or loss of positive influences when compared to the context before the pandemic, and the next assessment had a positive impact on entrepreneurial intentions. On the theoretical contributions, the findings are very important, as they strengthen the literature on entrepreneurial intentions, and in specific contexts of social and economic instability. As for practical contributions, this research suggests actions to agents with an important intervention role in the community, one of these agents is Higher Education Institutions, which play a determining role by creating a positive environment to support their students’ entrepreneurial intent. This research is original, as far as we are informed, and it is the first to study entrepreneurial intention in academia during the COVID-19 pandemic in the Portuguese context. Moreover, we suggest that the obtained results should be succeeded by further studies to confirm the evolutionary trends now identified on the subject under analysis.