Elisa Chaleta

Esse ensaio teórico problematiza a escrita científica como uma ferramenta para formação de autoria no cenário da pós-graduação stricto sensu. Discute elementos subjetivos inerentes ao processo de formação de pesquisadores e cientistas e circunscreve a escrita como um campo de elaboração dessas identidades. Entretanto, reconhece que os processos de formação dão maior protagonismo ao Ensino da forma, da gramática acadêmica em detrimento dessa dimensão subjetiva. Consideramos que um certo nível de sofrimento precisa ser tolerado, pois trata-se de uma experiência custosa em termos psíquicos o que não quer dizer que violências sejam toleradas no cotidiano da vida ou do trabalho pedagógico. Nesse ensaio a autoria de artigos científicos está em pauta, um gênero narrativo que demanda inteireza em poucas palavras.

Erasmus+ is an EU programme in the fields of education, training, youth and sport for the period 2014–2021 with a major impact at the international level. These areas are making important contributions to help address socioeconomic changes and the key challenges that Europe will face until the end of the decade as well as to support the implementation of the European policy agenda for growth, jobs, equity and social inclusion. The general objectives of the Erasmus+ Programme are intended to contribute to the overall achievement of the objectives of the Europe 2020 Strategy, among others related to sustainable development. Therefore, the main question is: “To which Sustainable Development Goals (SDG) do the Erasmus+ Programme and the mobility projects for higher education directly contribute to?” The answer to this question will allow us to start filling the knowledge gap at the borderline between SDG and Erasmus+. The purpose of this research is to identify, among the 17 SDGs, those that could be more relevant in the context of mobility projects in higher education within the Erasmus+ Programme and how these projects contribute to these identified SDGs. Through the analysis of the general objective of the Erasmus+ Programme, its most important characteristics and the objectives of Key Action 1 and mobility projects, we can conclude that, from the 2030 Agenda, the most relevant SDGs for the programme and for the action and mobility projects are 4 (quality education), 5 (gender equality) and 8 (decent work and economic growth).

In this phenomenographic qualitative research, the aim is to learn about the conceptions of university professors about the university. The study was carried out with 20 university professors: 10 from the School of Social Sciences and 10 from the School of Science and Technology of University of Évora with an average age of 54 years and over 20 years of professional activity. The data were collected through open questionnaires and then submitted to thematic and categorical content analysis. The conceptions of the university appear, in the voice of the teachers, centered on two main aspects. The first and more mentioned concerns the conception of the university as a space of production and diffusion of scientific knowledge, which refers to quality factors of higher education. The second brings out the conception of the university as a space of relationship with society together with underlying concerns for human development, cooperation, and the design of a more sustainable world.

In this work we analyzed the mapping of Sustainable Development Goals in the curricular units of the undergraduate courses of the School of Social Sciences at the University of Évora. Of a total of 449 curricular units, only 374 had students enrolled in 2020/2021. The data presented refer to the 187 course units that had Sustainable Development Goals in addition to SDG4 (Quality Education) assigned to all the course units. Considering the set of curricular units, the results showed that the most mentioned objectives were those related to Gender Equality (SDG 5), Reduced Inequalities (SDG 10), Decent Work and Economic Growth (SDG 8) and Peace, Justice and Strong Institutions (SDG 16). Regarding the differences between the departments, which are also distinct scientific areas, we have observed that the Departments of Economics and Management had more objectives related to labor and economic growth, while the other departments mentioned more objectives related to inequalities, gender or other.

In Cape Verde, small family farming production suffers continuously from limited essential resources such as water and soil for a steady development. This situation is further aggravated by the lack of financial resources. We have developed a hybrid and multidimensional conceptual model for improvement of those small farming units by bringing together concepts of quality management, farmers’ satisfaction evaluation and production capabilities. The model we have built was the result of an inquiry based on Focus Group study with 15 farmers and it was carried out in 2019. We name the model as SQual4Agri and this is a step toward improvement in small family based agricultural organization, namely in productivity, responsibility sharing, communication and quality management.

Neste artigo procura-se conhecer a percepção dos professores sobre a universidade na actualidade. A percepção de Universidade surge, na voz dos professores, centrada na descrição da sua missão, em particular como contexto de produção e difusão de conhecimento para a sociedade, como espaço de pensamento criativo e crítico sobre o mundo, como espaço interdisciplinar e como sistema centrado no ensino e na investigação. Inclui, também, características relativas à sua estrutura e funcionamento como a excessiva hierarquização, burocratização, competitividade, desumanização e hipervalorização da bibliometria.