http://hdl.handle.net/10174/1114 2026-09-22T12:01:37Z http://hdl.handle.net/10174/42619 Title: Reading the Alentejo Landscape: Literary Landscapes as a Pedagogical Tool to Foster Landscape Literacy Authors: Portela, Joana Editors: K. Becker et al. Abstract: Supposing that literary landscapes of the Alentejo (southern Portugal) in contemporary Portuguese fiction could be a common ground to activate interdisciplinary dialogues between the field of Environmental Humanities and that of Landscape Studies, my dissertation aims to examine the perceptions of the Alentejo’s rural landscapes over the last 150 years among 16 Portuguese writers who have inhabited the region. It seeks to intertwine humanist approaches of ecocriticism with aesthetic and scientific perspectives from landscape knowledge. Ingold’s ecological anthropology (2000) and Spirn’s “The Language of Landscape” (1998) are my theoretical references in approaching literary excerpts of landscape representations. Adopting a phenomenological approach, inscribed in material and affective ecocriticism, 1,290 excerpts from 65 literary works are studied, drawing on the expertise of landscape architecture. As a corollary of this research, it is concluded that literary landscapes are a promising pedagogical tool to foster landscape literacy among children and young people through affective attention. The rich legacy of literary excerpts is fertile for developing a comprehensive and sympathetic understanding of the landscapes from the beginning of schooling. In order to promote the valorisation, preservation, and development of sustainable landscapes, it is suggested that teacher training programs should incorporate literary landscapes as a unit of study. As an instrument of literary mediation aligned with the European Landscape Convention (Council of Europe, 2000), the proposal raises social awareness about the value of landscapes, including them in the training of teachers and educators, fostering a culture of landscape literacy and civic engagement. 2026-08-22T23:00:00Z http://hdl.handle.net/10174/42405 Title: Formação académica em Arquitetura Paisagista Identidade e articulação entre ciclos de estudo na Universidade de Évora, Portugal Authors: Freire, Maria; Carapinha, Aurora Abstract: A formação em Arquitetura Paisagista em Portugal, iniciada nos anos 40 do século XX, evoluiu em estreita relação com mudanças institucionais, influências europeias e transformações técnico- científicas. Este artigo apresenta uma sistematização dos oitenta anos deste percurso, centrando- se no caso da Universidade de Évora, uma das escolas fundadoras e influente no desenvolvimento da Arquitetura Paisagista no país. A análise integra a identidade desta formação e considera os três ciclos de estudos - licenciatura, mestrado e doutoramento - articulando a evolução histórica, as reestruturações curriculares, os princípios pedagógicos e o alinhamento com referenciais internacionais. A metodologia inclui análise documental, revisão comparativa de planos de estudo e enquadramento internacional, permitindo identificar continuidades estruturantes, mudanças significativas e singularidades pedagógicas. Os resultados evidenciam a afirmação de um modelo formativo holístico, interdisciplinar e fortemente ancorado nas ciências biofísicas, culturais, sociais e artísticas, com destaque para os contributos de figuras fundacionais e para a ligação entre ensino, investigação e prática profissional. Conclui-se que a formação em Arquitetura Paisagista na Universidade de Évora tem desempenhado um papel estruturante na consolidação da disciplina em Portugal, expressando um compromisso com a experimentação pedagógica, a ética da paisagem e os desafios societais contemporâneos associados ao ordenamento, desenho e gestão da paisagem. 2026-04-30T23:00:00Z http://hdl.handle.net/10174/41890 Title: Walking and drawing: Experimental pedagogies in architectural education at the university of Évora Authors: Salema, Sofia; Guilherme, Pedro Editors: Cirklová, J. Abstract: In an age of rapid digitization in architectural education, design studios are often dominated by computer modelling, standardized templates, and virtual simulations. This digital shift has brought efficiency and new capabilities, but it also risks detaching architectural learning from the tactile and contextual realities of place. In response, the architecture program at the University of Évora – a centre for the creation, transmission and dissemination of culture, science and art, which, through the combination of study, teaching and research, is integrated into the life of society – recentres embodied and situated design practices. Drawing from Donald Schön’s notion of the design studio as a locus of “reflection-in action”,1 our approach emphasizes learning through direct engagement with real environments. We posit walking, drawing, and redrawing as core methods for re-grounding architectural education in lived experience and critical reflection. Évora’s unique setting – a historic walled city surrounded by Alentejo landscapes – provides an ideal “living laboratory”2 for this approach, where students immerse themselves in the genius loci of place rather than solely in digital abstractions. By taking design learning back to the field and sketchbook, we aim to cultivate perceptive, contextually aware architects who can integrate the sensory and social dimensions of architecture with contemporary design challenges. This article elaborates on these pedagogical strategies as developed in the Design Studio and Urban Design units at Évora. It presents case studies of student work – such as Sylvie Claro’s walking-based exploration of Évora’s aqueduct, Gabriel Oliveira’s drawing-based inquiry into a riverine landscape, and Claudia Batista’s redrawing of Álvaro Siza’s sketchbooks – to illustrate how walking, drawing, and redrawing operate as tools of analysis, imagination and research. Through these examples, we reflect on themes of context, embodiment, time, and the pedagogical value of resisting the speed of purely digital design culture. By re-integrating slow, physical processes into architectural education, we argue for a richer, more critical mode of learning aligned with both local heritage and contemporary needs. This paper is structured to first describe the Évora context and studio framework, then delve into each core method and its theoretical underpinnings, and finally discuss the outcomes and broader implications of this experimental pedagogy. 2026-03-01T00:00:00Z http://hdl.handle.net/10174/41774 Title: Anastilose de Monumentos Megalíticos no norte do Alentejo e Extremadura espanhola Authors: de Oliveira, Jorge Editors: Rocha, Leonor; Almeida, Nelson; Oliveira, Jorge de Abstract: Nesta publicação apresentam-se os trabalhos de estudo e recuperação de multiplos monumentos megalíticos no norte do Alentejo e Extremadura Espanhola que decorreram entre 1981 e 2017 2026-01-01T00:00:00Z