Do Espírito do Lugar - Música, Estética, Silêncio, Espaço, Luz I e II Residências Cistercienses de São Bento de Cástris (2013, 2014).

As Residências Cistercienses em S. Bento de Cástris que se vêm realizando desde 2013 têm como primeiro objectivo reinventar na contemporaneidade a densidade histórica do discurso cisterciense, integrando a realidade deste mosteiro tanto numa ampla geografia da Ordem de Cister em Portugal e na Europa, como na história da região e do país. Inspiradas nas questões da História, da Arte, da Arquitectura, da Música, do Património e da Paisagem, as Residências Cistercienses em Cástris vêm apostando no debate de questões actuais ligadas aos espaços monásticos e ao seu futuro, nomeadamente os cistercienses. Esta aposta concretiza-se também no presente trabalho, DO ESPÍRITO DO LUGAR. ESTÉTICA. SILÊNCIO, ESPAÇO, LUZ, resultado das I e II Residências Cistercienses (2013 e 2014), e integra estudos que se reportam especialmente ao Silêncio e às suas várias linguagens e significados e às dimensões da Estética monástico-religiosa, com algum privilégio para as temáticas da Música. A apropriação do mosteiro pelo silêncio e pela música e a apreciação do espólio musical e instrumental de S. Bento de Cástris permitem uma melhor percepção das diversidades conjunturais e dos seus ritmos, aliando-se às dimensões de valorização patrimonial, eacompanhando-as de sugestões estéticas na pintura, escultura, pintura mural, azulejaria…, no sentido da fruição plena dos espaços. A riqueza deste evento, a Residência Cisterciense no mosteiro de S. Bento de Cástris, permitirá que o futuro deste património, de tanta diversidade e espessura histórico-cultural, continue a ser debatido e a justificar edições futuras resultantes dos trabalhos de investigação aí apresentados e debatidos.

Portugal e Brasil – dois países, quantas línguas? Critérios para a Definição de Entidades Linguísticas no Espaço Lusófono

A identificação de critérios para a definição de entidades linguísticas é complexa. No espaço lusófono, tal definição tem associadas consequências em termos linguísticos e sócio-políticos que se procuram caracterizar no presente trabalho, em que se recorre a dados da Aquisição das normas europeia e brasileira do Português para responder a uma questão complexa: quantas línguas existem no espaço da lusofonia? A principal conclusão é a de estamos (ainda) perante uma única entidade linguística a que chamamos "língua", apesar das diferenças que aqui são apontadas e caracterizadas.

A desocultação dos saberes profissionais: um espaço do ensino superior

The practical knowledge has characteristics of a process with peculiar idiosyncrasies that require disruption with preconceived ideas, dialogue, negotiation and joint action. The knowledge underlying remains unclear despite of being what informs decision making. It is academia’s responsibility to unveil and nominate knowledge and that is the reason why we conducted two studies with clinical nurses. The aim is to understand the social representation that nurses make of their knowledge about nursing and analyze their clinical practices. In one of the studies, based on the theoretical-methodological referential of social representations, we used the technique of free association of words with the stimulus “knowledge in nursing”. In another study, developed within a naturalistic context and under the “Grounded Theory” referential, we used non-participative observation and explanatory interviews. From the first study we identified the structure of social representations of knowledge in nursing, from which emerged the central core constituted by four elements (Investigation, Wisdom, help Relation, Competence) and a second periphery with one element (Reflection). With the second study we identified that decisions are made within a dynamic, systematic and continuous process of diagnostic evaluation and clinical intervention using the various types of knowledge (e.g. clinic, experiential, scientific, personal). We concluded that the various types of knowledge in nursing, represented by the expressions mentioned above, are systematically and creatively mobilized within the dynamic process of diagnostic evaluation and clinical intervention. It is therefore important to unveil and nominate the different knowledge implicit in the clinical practice and Academia should be responsible for that task.

A desocultação dos saberes profissionais: um espaço do ensino superior

UNVEILING PROFESSIONAL KNOWLEDGES: A SCOPE OF HIGHER EDUCATION The practical knowledge has characteristics of a process with peculiar idiosyncrasies that require disruption with preconceived ideas, dialogue, negotiation and joint action. The knowledge underlying remains unclear despite of being what informs decision making. It is academia’s responsibility to unveil and nominate knowledge and that is the reason why we conducted two studies with clinical nurses. The aim is to understand the social representation that nurses make of their knowledge about nursing and analyze their clinical practices. In one of the studies, based on the theoretical-methodological referential of social representations, we used the technique of free association of words with the stimulus “knowledge in nursing”. In another study, developed within a naturalistic context and under the “Grounded Theory” referential, we used non-participative observation and explanatory interviews. From the first study we identified the structure of social representations of knowledge in nursing, from which emerged the central core constituted by four elements (Investigation, Wisdom, help Relation, Competence) and a second periphery with one element (Reflection). With the second study we identified that decisions are made within a dynamic, systematic and continuous process of diagnostic evaluation and clinical intervention using the various types of knowledge (e.g. clinic, experiential, scientific, personal). We concluded that the various types of knowledge in nursing, represented by the expressions mentioned above, are systematically and creatively mobilized within the dynamic process of diagnostic evaluation and clinical intervention. It is therefore important to unveil and nominate the different knowledge implicit in the clinical practice and Academia should be responsible for that task.