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- Avaliação dos níveis de solidão em idosos portugueses fisicamente ativosPublication . Cavalli, Luca Schuler; Encarnação, Samuel; Santos, Patrick; Santos, Ryvia; Monteiro, A.M.A população idosa é considerada um grupo de risco para elevados índices de solidão, tornando-se assim fundamental a realização de rastreios s níveis de solidão em pessoas idosas fisicamente ativos. Objetivo: Avaliar os níveis de solidão de idosos fisicamente ativos, participantes do projeto de exercício físico “+ Idade + Saúde”. Métodos: Foi um estudo observacional, onde 41 idosos (34 idosas e 7 idosos), com médias de idades entre 69 ± 12,7 anos, responderam a escala de rastreio de índices de solidão (UCLA), versão portuguesa. Os dados foram apresentados em média ± desvio padrão e valores percentuais. O risco de solidão foi calculado pelo teste de Qui-quadrado de duas proporções simples (X2). O tamanho de efeito (TE) foi calculado pelo V de Cramer. O nível de significância estatística foi considerado em p < 0,05. Resultados: Foi verificado um número significante de idosas com níveis elevados de solidão (82,3%) e níveis baixos de solidão (20,5%) (X2 = 17, gl = 1, p < 0,0001, V = 0,36, TE moderado), e de forma semelhante, verificou-se um número significante de idosos com elevados níveis de solidão, níveis elevados (85,7%); níveis baixos (14,2%) (X2 = 4,57, gl = 1, p < 0,003, V = 0,91, TE grande). Não foram verificadas diferenças significativas entre , idosas (82,3%) e idosos (85,7%), p < 0,05. Conclusão: Conclui-se que ambos os gêneros apresentam elevados níveis de solidão. Futuros estudos devem verificar os efeitos de novas intervenções na redução dos índices de solidão em idosos.
- CapazmentePublication . Galvão, Ana Maria; Baptista, Gorete; Pereira, Fernando A.; Araújo, Sara; Ferreira, Camila; Voitena, Lucas; Santos, Patrick; Aguiar, GiuliaWho here has been, is, or will be a finalist student? What positive and negative emotions are associated with this concluding stage? What is the mental health status of finalist students? How It Can Be Done Psychological coaching promoted by the Matiz Association in partnership with Polytechnic Institutes, aimed at creating an extracurricular unit to foster psycho-entrepreneurial attributes that support the emotional well-being of final-year students. Benefits Professionals better equipped and more confident for the labour market; Training initiatives to increase awareness of the importance of mental health; Students more prepared and motivated to enter professional life; Development of students’ soft skills. Solution Module 1: Diagnosis Administration of BIG 5 personality assessments and questionnaires; Formation of groups based on dominant personality traits and identification of the difficulties encountered at this stage. Product: Curricular Unit Platform integrated within “Link Me Up”. Module 2: Understanding Production of information materials and guidance on mental health; Facilitated dialogues with student groups on the significance of mental well-being; Identification of problems encountered and their emotional impacts. Product: Guides and informational resources, group activities with finalist students. Module 3: Intervention Workshops on mental health and the development of soft skills for employability; Eight sessions of psychological coaching throughout
- Fronteiras identitárias: o território da(s) alma(s) dividida(s)Publication . Mesquita, Elza; Freire-Ribeiro, Ilda; Pereira, Ana; Alves, Deisiane; Cancian, Queli GhilardiAs fronteiras geográficas são linhas visíveis nos mapas, mas a(s) fronteira(s) interna(s) dos indivíduos que habitam essas regiões de contacto cultural constituem territórios muito mais complexos e fluídos. Esses personagens vivenciam o que Homi K. Bhabha (1998) chamou de third space, o terceiro espaço - um lugar de negociação identitária onde as culturas se encontram, se misturam e se transformam, gerando novas formas de subjetividade que não pertencem inteiramente a nenhuma das culturas originais. A análise das fronteiras internas de personagens em regiões de contacto cultural revela um território psicológico complexo, no qual as identidades se fragmentam, se reconstroem e se hibridizam constantemente. O estudo que se apresenta realiza uma exploração teórica sobre várias dimensões dessa experiência fronteiriça: desde os dilemas linguísticos que servem como campos de batalha identitários até às estratégias criativas de “code-switching existencial” que permitem aos personagens navegar em múltiplos mundos culturais. Por exemplo, a literatura chicana/latina oferece exemplos particularmente ricos dessa condição, com autores como Gloria Anzaldúa (2012), Junot Díaz (2009) e Sandra Cisneros (2022) ao criarem personagens que transformam a fragmentação identitária não em déficit, mas numa vantagem epistemológica. Esses personagens desenvolvem o que Anzaldúa (2012) chama de “mestiza consciousness” - uma consciência capaz de sustentar contradições e ambiguidades. Outro aspeto fundamental a considerar é como o ambiente geográfico espelha a geografia interior desses personagens. As paisagens indefinidas das fronteiras físicas refletem a própria indefinição identitária, enquanto a memória funciona como território alternativo em que diferentes temporalidades culturais coexistem. A análise teórica também examina as implicações psicológicas profundas dessa experiência: a ansiedade da autenticidade, o paradoxo de ser simultaneamente insider e outsider em ambas as culturas, e como essa condição pode desenvolver recursos psicológicos únicos como maior flexibilidade cognitiva e inteligência cultural sofisticada. Estamos conscientes de que estes personagens fronteiriços nos ensinam que a identidade é um processo dinâmico de constante negociação, e que a sua “incompletude” cultural se revela como uma forma mais complexa e rica de completude humana.
- Computatio Litterarum Limitis Project: exploring AI’s endless possibilities in preserving and disseminating ancient textsPublication . Silva, Elisabete Mendes; Chumbo, IsabelWith around 7500 printed volumes and rare manuscripts preserved in local libraries and archives, Bragança, an inland city in Portugal next to Spain, plays a key role in the region’s cultural identity, especially given its historical border significance. Studying and using AI to explore and promote Bragança’s bibliographic collections represents a significant cultural initiative, strengthening its heritage value. The project CompLiTT – Computatio Litterarum limitis: Calculations of literary culture on the border, funded by the Portuguese Foundation for Science and Technology and running from November 2024 until April 2026, intends to use technology to provide greater access to these literary treasures, reducing barriers and liaising with foreign cultures. The project aims to preserve and analyse historical texts while capitalising on AI to improve accessibility. AI software will enable intelligent reading, labelling, thematic analysis, and generating summaries of the books. It also seeks to update Bragança’s multilingual catalogue and highlight rare works in seven languages, benefiting both researchers and the public. The AI-driven approach will help connect and contextualise these texts, guaranteeing broader dissemination of Bragança’s literary heritage while making book knowledge more democratic and accessible. The work methodology followed is based on meta-analysis and meta-synthesis, grounded on the humanistic study, through observation, documentation and research using the library method, and, finally, through advanced computer resources, which will allow for the organisation and execution of the project. Therefore, we aim to introduce a wider international audience to the project at this conference, showcasing its literary and technological innovations and benefits. At the same time, by disseminating CompLiTT, we seek to identify similar cases in other European border regions, enabling us to expand and adapt our work to create new contexts.
- The Inheritors by Joseph Conrad and Ford Madox Ford: unravelling Victorian society through the lens of the PressPublication . Silva, Elisabete MendesThe Inheritors: an extravagant story (1901), written collaboratively by Joseph Conrad and Ford Madox Ford, delves into the intricate nuances of Victorian society, exploring the interplay between wealth, power and morality, by means of a quasi-science fiction (or merely “extravagant”) plot. Set against the backdrop of late 19th century London, the novel examines Victorian Society where wealth disparity, unrestrained capitalism, and relentless industry shape evolving socio-economic landscapes. The novel explores the personal struggles of the main characters, Duc the Mersch – the philanthropist, and financier of the state foundation project in Greenland; Gurnard – the inscrutable, “cynically immoral politician”, Chancellor of the Exchequer and a Dimensionist –; Churchill – the Foreign Minister –; Fox, the editor of the newspaper the Hour; the morally conflicted artist/journalist, Arthur Granger Eschingan; and his so-called sister, also a Dimensionist, in addition to the broader societal challenges they face. By exploring the intertwined lives of these characters, the authors offer a critique of the decadent moral Victorian society through the lens of the Hour, a fictional representation of the Victorian Newspaper industry, created by the Duc de Mersch “to pat the Government’s back; influence public opinion”. Through Arthur’s journalistic pursuits and ethical dilemmas, in the attempt of aspiring to rise in society, but illusively succumbing to sentimental urging, the work reflects on the fine line between objective reporting and sensationalism, resonating with the challenges faced by journalists during that time. This paper aims to highlight some insights offered by the novel, namely class distinctions, imperialism, and the clash between tradition and progress, as well as exploring the power of the press in political decision-making, entwining the fictional representation of the Hour of the Victorian Newspaper industry with the press of that time.
- Some Berlinian thoughts on the creation of the state of IsraelPublication . Silva, Elisabete MendesAmidst the contemporary challenge of reconciling individual liberty and sovereignty, particularly highlighted by the recent and still ongoing Israel-Hamas conflict, it is relevant to bring to the fore of discussion Isaiah Berlin’s thoughts on the origins of the state of Israel and on the story of Jewish slavery and emancipation. Rooted in the core assumption that Jews possessed history rather than territory, Berlin claims that the foundation of the Israeli nation should be seen as a rectification of that abnormal circumstance. Being a unique combination of people and of religion, mainly since the 19th century onwards, the Jews have demanded an extraordinary solution to their equally peculiar description, culminating in the creation of the State of Israel in Palestine in 1948. Berlin endorses Palestine as the natural choice for an Israeli nation, primarily due to spiritual ties, despite the contentious territorial disputes with Arab communities, which the author mentions in passing. Drawing from two texts authored by Berlin – “Jewish Slavery and Emancipation” and “The origins of Israel” – published in 1951 and 1953, respectively, as our primary research corpus, alongside supplementary letters (“Enlightening-Letters 1946-1960”, 2009) and essays on the topic, namely “Chaim Weizmann’s Leadership” (1992), as well as other considerations penned in “Unfinished Dialogue” (2006) or “Conversations with Isaiah Berlin” (1992), we aim to delve into Berlin’s portrayal of the process of the foundation of Israel composed of ‘bits and pieces from everywhere’ characterised by a convergence of diverse influences from various origins, having, against all odds, ‘burst into green leaf’. Furthermore, we endeavour to analyse Berlin’s arguments regarding the defence of the creation of the state of Israel put forth in the 1950s, but grounded in the power of typically nineteenth-century liberal ideas and human idealism, assessing whether, within this time frame, they are still valid today.
- Enhancing language learning and critical thinking through gamification. Hands-on experience in higher educationPublication . Silva, Elisabete MendesEven though the use of games in learning is not new, the rise of digital technologies has boosted gamification and game-based learning methodology. Over the last decade, many studies have been conducted in higher education, making this methodology innovative and more highly considered (Carvalho & Coelho, 2022, Prathyusha, 2020, Zainuddin et al, 2020). Gamification has proven to facilitate the learning-teaching process, allowing learners to communicate more effectively in a collaborative environment and, at the same time, to be creative. Critical thinking completes this set of the 4 Cs of 21st-century skills and can be enhanced through gamification. This presentation underlies two main objectives. First, it aims to introduce the “Content Game”, a card game designed to help students grasp and learn the relational structure of knowledge through game-based learning. Grounded in active learning principles, the game encourages independent learning, conceptual connections, and critical thinking. It also aids students in researching and organising specific content effectively. Secondly, we shall demonstrate through hands-on experience the application of this methodology and the results obtained. The experience involved 37 students divided into two classes: 22 students attending the English 5 class, proficient level, of the BA degree in Languages for International Relations and another 15 students attending the English Culture III class of the BA degree in Foreign languages: English and Spanish. English 5 students were asked to focus on proficiency vocabulary whereas English Culture students had to research 17th and 18th-century Britain topics dealt with the previous year. Students supported their research using online resources. The study assessed the students' engagement and understanding of the subject matter. Overall, students enjoyed working in groups, exploring content independently, with the lecturer as a moderator. Most importantly, students had fun while improving their English language and culture skills.
- Al in Higher Education: Disruptive Force or Critical AllyPublication . Chumbo, Isabel; Silva, Elisabete MendesThe rapid proliferation of artificial intelligence (AI) tools has had a profound impact on education, particularly within higher education. The recent appearance of DeepSeek has caused a stir among North American universities, with the faculty expressing concerns about its indiscriminate use in various fields of study. Media outlets characterised this situation as awake up call (BBC, 2025; Forbes, 2025). While AI presents both challenges and opportunities for faculty and students alike, its application requires a critical approach that ensures ethical considerations are upheld and academic integrity preserved. These tools have had a significant impact in the world of translation (Pym & Hao, 2024), changing market expectations and leading to a growing reliance on post-editing tasks for translators. Given these developments, it is imperative to address the AI’s role in translator training to bridge the gap between academic instruction and industry requirements. Therefore, this paper aims to evaluate this impact through the assessment of students’ perceptions. Specifically, it explores how students integrate AI into their learning processes and translation practice, assessing whether they engage with these tools critically or rely on them as substitutes for their own cognitive efforts. The research is based on a survey conducted among master's students in Translation in northern Portugal. The findings provide insights into the role of AI in this academic context, contributing to the broader discourse on AI's implications for translator training and professional practice.
- Uma visão transdisciplinar de inovação pedagógica e inclusão no ensino superiorPublication . Moreira, Benilde; Costa, Jacinta Casimiro daO presente trabalho de investigação tem o objetivo de apresentar o debate emergente de uma visão transdisciplinar de inovação pedagógica, no processo de inclusão de estudantes no espaço do ensino superior. A abordagem do conceito de inclusão tem vindo a ser, sucessivamente, discutido desde a Declaração de Salamanca numa perspetiva de evidenciar as particularidades do indivíduo e sublinhar o valor inerente do direito à educação como um dos mais importantes corolários do livre desenvolvimento da personalidade. Foi definida uma metodologia transdisciplinar acerca de um procedimento analítico de inclusão e inovação pedagógica a partir de duas áreas disciplinares distintas: o direito e a arte. Por um lado, apresentaram-se os principais referentes para o exercício dos direitos humanos realçando os contextos de multiculturalidade e diferenças que se identificam a partir do ensino superior. Por outro lado, a arte apresentou visões diversificadas de trabalho colaborativo atendendo aos atributos específicos de cada indivíduo. Os grupos de trabalho, compostos por professores do ensino superior, apresentaram soluções, a partir de uma visão de argumentos a favor e contra no âmbito de questões como a liberdade religiosa e a identidade pessoal, a partir do tema da raça com o propósito de refletir sobre a autonomia da vontade. Do diálogo apresentado foi possível evidenciar alguns padrões de resistência ao processo de inclusão de estudantes quando se considera o processo regulatório institucional. Porém, a partir da expressão da arte verificou-se uma articulação mais harmoniosa das diferenças individuais.
- Intervention in graphomotor skills: a case study in the context of inclusive educationPublication . Almeida, Diana; Vaz, Paula Marisa FortunatoBased on inclusive education, this article presents a case study developed in a school in Portugal with a student attending the 1st grade of primary school who benefits from selective measures to support learning and inclusion under Decree-Law 54/2018 of July 6, which regulates Inclusive Education.