The new coronavirus pandemic has strongly impacted the whole world. Aiming to contain COVID-19, contact tracing was adopted in several countries, many of which relied on technological innovation. The study intends to analyse specific issues related to digital contact tracing, especially those related to technology and law. Among the technological inquiries, we will address the use of bluetooth or the Global Positioning System of mobile phones and the storage location of the collected personal data. For the doubts related to legal issues we will deal with, for example, the sharing of data after epidemiological control and the conflict between the right to privacy and the right to health. The research methodology used in this study was bibliographic research regarding the procedure and exploratory research regarding the objective, emphasing on legislation and public documents. At the end, it is possible to conclude that further study of contact tracking is essential, not only those using technology but also the traditional ones, which requires the involvement of professionals from different areas, aiming to contribute to better control of the current and future pandemics, deserving special attention to the rights to health, privacy and data protection.  

This work aims to explore the theme of control and surveillance, appealing to the theory of ‘Big Brother’, present in the work of George Orwell, Mil Novecentos e Oitenta e Quatro [Nineteen Eighty- Four]. Under the pretext of ensuring security, governments create measures that are no more than ways to control the lives of citizens, in particular with regard to their spending habits, by requiring the issuance of invoices, entered the decree- law 197 / 2012 and 198/2012. For this purpose, we will discuss several dimensions related to this issue: a) reflection on the technology that makes it possible and the uses to which this entails, b) the blurring of boundaries between public and private life, with regard to access to networks information and communication, c) the hypermodern crisis and the loss of individual identity of the subject, in that it becomes part of a cyber-network, shutting down part of its human, relational and social component; d) the perversion of the subject to which lobbies support the "system", dehumanizing technology and controlling personal life . Using a form of bureaucracy, democratic societies implement this system as a guarantee of control of fiscal crime when actually using this mechanism as a way to monitor the lives of its citizens. Castells, in Sociedade em Rede [The Network Society] (2005), talks about the difference between the virtual space as a "space of flows" that replaced the "space of places". The control when applied now in virtual space is inside their own culture, as advocated by Moisés Martins, in the book Crise no Castelo da Cultura (2011), is transposed into the virtual space. Bragança de Miranda (1997), in O Controlo do Virtual defines the virtual space as a "control room". In the hyper-modern societies, Seroy & Lipovetsky (2010) speak of ‘ecranization’ as a phenomenon associated with social control.?

Through the study of existing literature is intended to reflect on how exposure to technology can have profound social changes, though not always intentional and with considerable freedom in the choice and use of those technologies. The problem is whether or not these are a fundamental condition that shapes our humanity and social organization placing the human factor as secondary. Despite the various opinions, several of the studied authors concede that philosophically, Man and Technology live in an intricate and complex vortex of self-subsistence, showing that in reality there is no real confrontation between a free choice or a determined destination of technology in our lives.

Art and technology have the same etymological root, and despite a coexistence that is not always peaceful, nowadays there are several areas in which they are inseparable. This coexistence became evident in 1965 when Georg Nees exhibited at Studio Galerie a set of works produced in computer and printed through a plotter. Although technology is often considered as a mere set of tools that enable or expand the artist’s creativity, they can nonetheless be artistic platforms per se. The Augmented Reality and the Virtual are two technologies that portray this situation, being simultaneously a medium and an object of the artistic production. This article intends to present a reflection about the potential of these media in the performative arts, both in the perspective of the author/ performer and in the perspective of the spectator.

Acute: chronic workload ratio (ACWR) and training monotony have been criticized as injury risk predictors. Therefore, the use of intensity measures should be oriented to understand the variations of intensity across the season. The aim of this systematic review is to summarize the main evidence about the ACWR and training monotony variations over the season in professional soccer players. The search was made in PubMed, SPORTDiscus, and FECYT according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. From the 225 studies initially identified, 27 were fully reviewed, and their outcome measures were extracted and analyzed. Existing literature revealed a variety of designs, ACWR and training monotony ranges, variables assessed and durations of the studies. Overall, the range values for ACWR were 0.4–3.39 AU, while those focused on monotony were 0.49–5.7 AU. Regarding ACWR, the ratios located around 0.85–1.25 could predict lower risk values and ratios around ≥1.50 could predict higher risk values. On the contrary, with respect to training monotony, the ratios are approximately between 0.5 and 2.00 (low values in the preseason and low competition weeks and high values when soccer players are in highly scheduled competition weeks). Nevertheless, ACWR and training monotony methods should be addressed and considered based on their real value before using this indicator to reduce injury risk. In fact, the data did not conclusively define injured and non-injured players. For this reason, utilizing standardized approaches will allow for more precise conclusions about professional soccer players.

Como se processa a aprendizagem na modalidade de e-learning sob o formato MOOC? Neste estudo de caso qualitativo comparam-se duas experiências de aprendizagem do ponto de vista do participante em dois MOOC. Trata-se de uma investigação de natureza qualitativa exploratório-descritiva, onde se utilizaram as técnicas mais usadas em investigação qualitativa: a observação participante, o inquérito (por entrevista e questionário) e a análise documental. Os seus resultados apontam para uma experiência de aprendizagem participativa, distribuída, em rede, maciça, solitária e solidária, conveniente, flexível, internacional, informal, criativa, aberta e de qualidade. O que indica a operacionalidade dos MOOC como elementos estratégicos para a empregabilidade - uma vez que é possível treinar competências e habilitar os seus participantes com novos conhecimentos a custos muito baixos – assim como para a redução das desigualdades, por alargarem o acesso ao conhecimento a aprendentes periféricos a vários níveis em condições de qualidade e exigência científica apreciáveis.

Como se processa a aprendizagem na modalidade de e-learning sob o formato MOOC? Neste estudo de caso qualitativo comparam-se duas experiências de aprendizagem do ponto de vista do participante em dois MOOC. Trata-se de uma investigação de natureza qualitativa exploratório-descritiva, onde se utilizaram as técnicas mais usadas em investigação qualitativa: a observação participante, o inquérito (por entrevista e questionário) e a análise documental. Os seus resultados apontam para uma experiência de aprendizagem participativa, distribuída, em rede, maciça, solitária e solidária, conveniente, flexível, internacional, informal, criativa, aberta e de qualidade. O que indica a operacionalidade dos MOOC como elementos estratégicos para a empregabilidade - uma vez que é possível treinar competências e habilitar os seus participantes com novos conhecimentos a custos muito baixos – assim como para a redução das desigualdades, por alargarem o acesso ao conhecimento a aprendentes periféricos a vários níveis em condições de qualidade e exigência científica apreciáveis.

Background: The excessive and rapid increases in training load (TL) may be responsible for most non-contact injuries in soccer. This study’s aims were to describe, week(w)-by-week, the acute (AW), chronic (CW), acute:chronic workload ratio (wACWR), total distance (wTD), duration training (wDT), sprint total distance (wSTD), repeat sprint (wRS), and maximum speed (wMS) between starter and non-starter professional soccer players based on different periods (i.e., pre-, early-, mid-, and end-season) of a full-season (Persian Gulf Pro League, 2019–2020). Methods: Nineteen players were divided according to their starting status: starters (n = 10) or non-starters (n = 9). External workload was monitored for 43 weeks: pre- from w1–w4; early- from w5–w17; mid- from w18–w30, and end-season from w31–w43. Results: In starters, AW, CW, and wACWR were greater than non-starters (p < 0.05) throughout the periods of early- (CW, p≤0.0001), mid- (AW, p = 0.008; CW, p ≤ 0.0001; wACWR, p = 0.043), or end-season (AW, p = 0.035; CW, p = 0.017; wACWR, p=0.010). Starters had a greater wTD (p ≤ 0.0001), wSTD (p≤0.0001 to 0.003), wDT (p≤0.0001 to 0.023), wRS (p ≤ 0.0001 to 0.018), and wMS (p ≤ 0.0001) than non-starters during early-, mid-, and end-season. Conclusion: Starters experienced more CW and AW during the season than non-starters, which underlines the need to design tailored training programs accounting for the differences between playing status.

Entender o autismo, perceber que estratégias, tecnologias ou recursos educativos digitais estão ao dispor do professor no ensino a estudantes com Perturbação do Espectro do Autismo (PEA) foram a base para o desenvolvimento deste trabalho, com vista ao objetivo principal da construção de um modelo conceptual para uma tecnologia digital de apoio à construção documental adaptada (TDACDA), que responda eficientemente às problemáticas identificadas. Utilizou-se o Levantamento / Survey como abordagem metodológica considerando os objetivos específicos: caracterizar a pessoa com PEA; analisar práticas e estratégias utilizadas no processo de ensino e aprendizagem a estudantes com PEA, analisar meios tecnológicos no ensino e no apoio a estes estudantes, examinar métodos e técnicas de simplificação textual ou documental existentes e as tecnologias de apoio disponíveis para atender às necessidades do estudante com PEA. A investigação abarcou a recolha de dados por revisão bibliográfica e aplicação dos instrumentos de questionário a professores e entrevista a um estudante. Os resultados mostram a perceção dos professores na caracterização do estudante com PEA, estratégias e técnicas utilizadas no ensino a estes estudantes, a opinião sobre a importância da utilização adequada de ferramentas ou tecnologias digitais e ainda identificam características ou funcionalidades de uma desejada TDACDA.

A Escola surge como uma oportunidade única para intervir e promover hábitos saudáveis de prática de atividade física e exercício físico regular, fundamentais na prevenção de doenças crónicas associadas à inatividade física e sedentarismo. A Educação Física e os respetivos professores desempenham um papel de destaque fundamental. Num contexto dinâmico e evolutivo como o atual, as diferentes formas de educação parecem beneficiar do uso de tecnologias cooperativas que promovam o processo de ensino e aprendizagem. A presente dissertação visa estudar de que forma utilização de Tecnologia Digital pela Escola e pelos professores de Educação Física podem contribuir para a promoção de estilos de vida ativos e saudáveis em crianças de idade escolar. Verificamos o estado da arte relativo aos recursos tecnológicos e respetivas estratégias de intervenção utilizados na promoção da atividade física e da literacia em saúde, e na redução do tempo sedentário pelas escolas. Recorremos ainda à aplicação de questionários aos professores de Educação Física para estudar a aceitação e capacitação digital destes para implementação e utilização de recursos tecnológicos.