Percorrer por autor "Marcos, Isabel"
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- Experimental learning in cultural heritage: Pedagogical insights from the blended intensive program (BIP) "Castelo Branco: a timeless tapestry of memory and emotion"Publication . Naik, Neel; Marcelo, Ana Sofia; Reis, Carlos Domingues dos; Marcos, Isabel; IPCB. ESARTThe Blended Intensive Program (BIP) “Castelo Branco: A Timeless Tapestry of Memory and Emotion” was developed as a pilot pedagogical model, which integrated web-based preparatory, and intensive and practical training implemented in heritage environments. Targeted at the students who are studying cultural and visual studies, the pro-ject was to promote the direct and physical interaction with the tangible and intangible heritage of the city. Through the combination of quantitative and qualitative data, the current study examines the way in which artistic and conceptual understanding of cultural heritage developed among partici-pants through the interdisciplinary coop-eration, reflective practice, and immersion to the historical environment of Castelo Branco. Results indicate that the experi-ential approach significantly increased the representational and interpretative abilities of students, and the modality of blended delivery increased the accessibility and readiness. Furthermore, the incorporation of artistic inquiry in the heritage education promoted the participants to render historical stories in creative forms that would intersect between academic analysis and social participation. This research therefore indicates that experiential learning, which is based on interdisciplinary exchange, enhances critical thinking, development of cultural awareness and emotion attachment to place. The findings suggest that BIP-type hybrid models can be useful prototypes of introducing art-based and heritage centred pedagogy in higher education, thus, becoming part of sustainable practice in cultural education and preservation.
- Heritage education in the digital age: An analysis of public perceptions of the documentary Amato Lusitano Science and HumanismPublication . Jorge, Fátima; Marcelo, Ana Sofia; Reis, Carlos Domingues dos; Naik, Neel; Marcos, Isabel; Pais, António; Ribeiro, Madalena; Silva, Ricardo J. Nunes da; Afonso, Paulo; Melia, PaulCommunicating heritage to contemporary audiences, especially younger generations, is a central challenge in Heritage Education. This study aims to analyse audience perceptions of the documentary Amato Lusitano: Ciência e Humanismo—a cultural mediation tool designed and produced by the authors—and to verify the association of these perceptions with sociodemographic profiles. Framed within an action research methodology, the study combines artistic creation and empirical analysis of public reception. During the first screening, a questionnaire was administered to 55 viewers (37 students aged < 40), and data were submitted to an exploratory factor analysis. This revealed a two-factor structure, highlighting a primary factor—Communicative and Educational Effectiveness—with high internal consistency (α = 0.89). Participants reported high agreement with this dimension, with statistically significant differences across generational groups (p < 0.005). Participants with less prior knowledge about Amato Lusitano showed a greater perception of novelty. Clarity of information and quality of the content were the most valued aspects. In contrast, duration and accessibility emerged as areas for improvement. The potential of the documentary as a heritage education resource for initial teacher training is evident. It is necessary to develop more modular, dynamic content ecosystems tailored for young audiences.