This quantitative survey using a structured questionnaire with closed questions and a sample of 340 participants from 20 courses (bachelor's and master's degrees) at public higher education institutions in the Trás-os-Montes e Alto Douro region of the Portuguese university (University of Trás-os-Montes and Alto Douro) and polytechnic (Polytechnic Institute of Bragança) subsystem aims to list a group of proposals for reflection and future implementation that can fill or mitigate gaps and weaknesses identified in the disciplines of the curricula related to internships. The analysis of the data reveals indicators indicating the need for a (formal and conceptual) rethinking of inclusive intervention in the context of supervision in the field of teacher training. These indicators include problems with operating in a multifaceted educational setting, enhancing an interdisciplinary, integrated and inclusive approach, rearranging curriculum and reconsidering the functional profiles and competencies of teaching staff. Therefore, the construction of a professional culture that favors an integrative and inclusive approach through the assumption of a broad profile of professional competence capable of training the teacher in a multidimensional educational context is crucial. We evaluate the necessity of encouraging research of this type involving additional factors, populations and samples in order to enable the extrapolation of data and findings to a national level providing significance and technological foundations for decisions made within the context of public education policy.

The Interdisciplinary Method of Musical Literacy, Education and Artistic Awareness (MILMESA) is developed and applied essentially in higher education (artistic, cultural and teacher training courses), promoting effective endogenous (interarts) and exogenous interconnection (artistic and other non-artistic areas) of an inter and pluridisciplinary matrix, as well as assuming itself as a privileged vehicle of relationship and extension to the community in the frame of the making of artistic-cultural and pedagogical-didactic events in the European, Luso-Brazilian, Luso-African and Hispanic American territories. It was created, tested and evaluated in five consecutive quadrennia (2002–2023), being regularly adapted, adapted and added to according to the observed realities, evolving into the deepening of new concepts and models of intervention in these domains (e.g., Expressive and Proximal Didactics). Using the ethnographic method and the case study, and having the source of data collection as the document analysis of written and iconographic or visual sources (n = 1386) and participant observation, this study aimed to describe and analyse the application and evolution of MILMESA in terms of education and extension to the community. It was concluded that there was a need to promote, with greater regularity and scope, greater technological interaction via digital platforms and social networks, within the framework of the participation of external specialists (e-DEP) and the very experience of MILMESA’s experiences and initiatives, giving it a more meaningful and participatory range.

A presente pesquisa tem como principal objetivo questionar e repensar profundamente a forma e o conteúdo da abordagem inclusiva no universo da supervisão afeta aos Estágios da Inserção Profissional (EIP). Com recurso à Metodologia Quantitativa e a um inquérito por questionário (207 inquiridos) aplicado a estagiários e a professores (supervisores ou cooperantes) da região de Trás-os-Montes e Alto Douro - Portugal, pode-se perceber, a partir dos resultados obtidos, que as instituições de Ensino Superior (IES) devem reestruturar os seus curricula e promover ações de formação e sensibilização extracurriculares sobre a inclusão de pessoas com deficiência nesse contexto. Torna-se ainda evidente que os professores (supervisores ou cooperantes) que observam, acompanham e avaliam os EIP deveriam ter formação específica na área da Inclusão e/ou Educação Especial ou, em alternativa, a constituição dessas equipas deveria contar com um profissional especializado nessas áreas.

Objective: The objective of this study aims to reflect on an organized set of synergies that contribute to an effective artistic-environmental dialogue: the aim of this interdisciplinary dialogue is to promote a balanced, conscious and informed plan of environmental education, mediated by art. In this specific case, the promotion of artistic and cultural events becomes a subsidiary of agents' ecological awareness and consequently acts as a force capable of mobilizing and raising awareness among current and future generations of the central causes and issues of contemporary society, precisely, those that relate to the “common home”. Theoretical Framework: We have put together a tripartite theoretical framework in which ethical, aesthetic and artistic issues are related from a dialogical perspective between art and the environment and their respective impacts in terms of intervention in the community and with the community. Method: Narrative literature review, seeking to describe or discuss the current state of the research topic and, in particular, to draw conclusions for the results and discussion of the effects and impacts of the practices resulting from this initiative that covers a significant and broad generational framework (from early childhood to old age), applying the same model and method. In this case, the MILMESA Method and the DEP Model. Results and Discussion: The main results emerge as the conclusion of a concrete analysis of the reality observed and the theoretical matrices that underpinned the model and method used. These results are important for future reflection, in terms of what is meant by future adjustments to the results obtained in this research context. Implications of the research: In the future, there are certain considerations that can be reflected on and improved, based on the structure and conceptual basis emanating from the reference authors (and works) that deal with the subject under debate and intergenerational reflection. Originality/Value: This research promotes, in a unique way, a reflection on the making of technical-scientific, participatory and interdisciplinary events, which are in great demand at an educational and scientific level, in which art and art education emerge as a dialogue between areas and as an added value in the framework of the methodologies used in this type of initiative. The aim is to align research and artistic work (and related works) and, at the same time, to reflect on the practices and projects carried out in this field with scientific and training institutions in general, including institutions with more plural and diverse missions in terms of formal, non-formal and informal education.

Resumo: O objetivo deste artigo é apreender a racionalidade tecnológica no contexto da Universidade Tecnológica Federal do Paraná. Única no país com esta denominação, ela tem a maioria dos seus cursos voltados para a formação de engenheiros no Brasil. No âmbito dessa formação, incluímos o estudo da estética, como discussão alternativa, por entendê-la significativa na formação social do sujeito enquanto dimensão emancipatória gerada no movimento de criação e de inovação tecnológica e que hoje é deixada em segundo plano nesse contexto. Este artigo constituiu-se a partir da revisão das ideias de Marcuse, Adorno, Habermas e Horkheimer, Rancière, os quais abordam a presente temática sob a perspetiva da autonomia do sujeito em oposição às interpretações normativas e tecnocráticas da sociedade.

Nesta investigação pretendemos captar o papel que a pregação cristã desempenhou, ao longo do período da patrística, na difusão do Evangelho. Na continuidade da evangelização levada a cabo pelos Apóstolos, os Padres da Igreja assumiram a herança do imperativo missionário, dado por Cristo: o catecumenato se cristaliza como instituição eclesial na Igreja do séc. III (Katecumenoi no oriente, e audientes no ocidente), mas recebe a herança de um processo de evangelização cujas raízes se estendem não só à missão levada a cabo pelos próprios Apóstolos, mas também à missão evangelizadora do próprio Jesus. Por tudo isso, nos primeiros séculos, não podemos dissociar os conceitos de pregação e de educação. Centraremos a nossa atenção na figura de Santo Agostinho, salientando, por um lado, o seu contributo no lançamento dos alicerces teóricos e práticos da oratória sagrada, enquanto pastor e educador. A sua vida, a pregação, os seus escritos fizeram de Santo Agostinho o educador do ocidente, cuja matriz marcará definitivamente o futuro do cristianismo.