Aristotelian predicables, universality and realism: the logic of comparison in topics as denying the view that Aristotle was a realist

Aristotle is reportedly held to have been a Moderate Realist in that he would maintain that a concept derives from an act of grasping a mind-independent universal object that exists somehow inside of the many different things which the concept is predicated of. As far as a universal is independent of mind, it would stand for the proper object of a concept that subsumes a given number of things as its own instantiations. But we claim that Aristotle rejected such a view and instead did perceive and comprehend universality as a feature of thought rather than as a feature of reality in its own right. As showed in the chapters of Topics regarding the so-called logic of comparison (with the support of Albert the Great’s commentary), each predicate can be more or less consistent with the attribute of the subject of which it may be predicated. Both essential and accidental attributes assume a definite degree of being related to the degree of belonging to substance. Unlike particular things, the universality of a concept is to be understood always in comparison with another concept according to a hierarchy of predicates in terms of universality degree arranged by comparative terms such as ‘more’, ‘less’, and ‘likewise’. What is really mind-independent are the truth conditions which make a universal true when exclusively referring to a set of things identically meant by the same predicate whose universality is given by the place occupied in the hierarchy of predicates.

Colonial architectures, urban planning and the representation of Portuguese imperial history

This article proposes a critical analysis of recent interpretations made to the history of architecture and urban planning in the Portuguese colonial context in the twentieth century, particularly in the former African territories. More generally, it intends to explore how the internal history produced by specific fields of activity, such as architecture or urbanism, can reinforce the logic of a national and nationalized history. This effect is due partly to the fact that the legitimacy of these fields is largely dependent on the national identification in the context of activities that are internationalized. I will argue that the specific field of activity, while creating this internal discourse, can directly or indirectly produce representations of the nation, its history and its people on a larger scale, penetrating popular culture and influencing a shared common sense. In the case in question, the internal discourse on architectural and urbanistic works, on authors and styles, eventually reinforces an idealized and idyllic image of Portuguese colonialism.

A criatividade na escola : as atitudes dos alunos face às metodologias dos professores

Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Artes Visuais, Universidade de Lisboa, 2011

A educação na freguesia : o caso da Junta de Freguesia de Carnide

Relatório de estágio de mestrado, Ciências da Educação (Administração Educacional), Universidade de Lisboa, Instituto de Educação, 2011

A iniciativa Novas Oportunidades : uma oportunidade inclusiva

Trabalho de projecto de mestrado, Ciências da Educação (Formação de Adultos), Universidade de Lisboa, Instituto de Educação, 2011

Estratégias de liderança de um diretor escolar

Trabalho de projeto de mestrado, Ciências da Educação (Administração Educacional), Universidade de Lisboa, Instituto de Educação, 2013

Labirintos da justiça na escola : representações e práticas de alunos e professores

Tese de doutoramento, Educação (Supervisão e Orientação da Prática Profissional), Universidade de Lisboa, Instituto de Educação, 2015

Gestão Escolar e dinâmicas de avaliação externa num agrupamento de escolas

Relatório de estágio de mestrado, Ciências da Educação (Área de especialização em Administração Educacional), Universidade de Lisboa, Instituto de Educação, 2014

A política pública de reordenamento da rede escolar : perspetivas de atores em relação à intervenção autárquica em matéria relativa a agrupamentos de escolas

Dissertação de mestrado, Ciências da Educação (Administração Educacional), Universidade de Lisboa, Instituto de Educação, 2014

Programa Mais Educação : um instrumento para uma política educativa integral no Brasil

Tese de mestrado, Ciências da Educação (Área de especialidade em Administração Educacional), Universidade de Lisboa, Instituto de Educação, 2015