Ideias brilhantes para uma cidade mais brincável

Brilliant ideias to make cities more fun
http://www.fastcoexist.com/3023669/disco-ball-traffic-lights-and-skyscraper-slides-50-brilliant-ideas-to-make-cities-more-fun#15

Cities with new life

Video
http://vimeo.com/93914669

Stay together, play together

By Julian Baggini
The Guardian

• • ‘Chalkify’ your city: share your pictures
    
    
    
    http://www.theguardian.com/cities/2014/sep/04/chalkify-your-city-share-your-pictures-playable-fun-chalk

Playable Cities: the city that plays together, stays together

Forget about smart cities, Playable City ideas – like Bristol’s water slide or its temporary play streets – are a human response to the coldness and anonymity of the urban environment

(...) Although their work is in many ways disparate, three key ideas bring them together. First, that cities create problems of living that can only be addressed by collective action. Second, the sense that the well-being of communities cannot be left to local authorities; citizens need to take control of their own surroundings. Third, an optimism that we can do more than just tackle problems one by one.
By encouraging public activities that actively bring joy, we can create a happier, more cohesive urban future.

The city that stays together plays together

http://www.theguardian.com/cities/2014/sep/04/playable-cities-the-city-that-plays-together-stays-together

Making the City Playable - September 10/11

Making the City Playable - September 10/11 Bristol

Convened by Watershed, the Festival of Ideas and UWE Bristol's Digital Cultures Research Centre and featuring an extraordinary line up including Google Creative Lab’s Tom Uglow, DCRC's Tine Bech, architectUsman Haque, digital engagement strategist Katz Kiely, artists Luke Jerram & Paolo Cirio, and Ogilvy’sTara Austin this two-day international conference will explore the theme of the ‘Playable City’, asking what it might mean for citizens, urban planners, tech giants, small companies, artists and designers in imagining and making the cities of the future.

Playable City is a people-centred counterpoint to the notion of the Smart City, challenging public narratives around technology-driven cities which often feature a fear of isolation, or the extinction of community and conversation.

At Watershed Bristol on 10 and 11 September, we will be bringing together a brilliant group of thinkers, makers, planners and civil disobedients to look at cities as playable places and ask the question: how do we make and unmake our future cities?

Spaces are limited and tickets are moving fast. Go here to reserve your spot.

The conference will feature playful interventions, networking, debate and discussion, artist commissions and an academic strand with two contrasting panels:

Forms of Engagement
There’s no point in creating playable experiences unless people are willing to play. This session considers approaches to public engagement – the tactics, devices and occasions through which passers-by become players.

• Enchanted rabbit holes: inviting play in the city - The Larks, Greg Foster (University of Salford) and Jana Wendler (University of Manchester) UK
• Cities with a Sense of Humour - Anton Nijholt (University of Twente) Netherlands
• 
Temporary Encounters - Signe Brink Pedersen (Aalborg University) Denmark

Generations
This session brings perspectives from philosophy, education and games together to look at the playable city through the lens of age. The session proposes a contract between the city and its citizens – in which people of all ages have their needs for a playable environment met.

• Cities of the future with the children of the present: from neighborhood to childhood - Hugo Monteiro & Maria José Araújo (Polytechnic Institute of Porto) Portugal
• The already-playable city: children’s outdoor play in the age of virtual media - Seth Giddings (UWE Bristol) UK
• Drøme methodology: Serious Urban Games - Lieve Achten ([ew32] KHLim - PXL) Annelies Marechal ([ew32]) Netherlands
• Playable public places for later life - Ben Spencer (Oxford Brookes University) UK

The academic strand is convened by Dr Michael Buser (Planning & Architecture, UWE Bristol), Dr Kirsten Cater (Computer Science, University of Bristol), Professor Jon Dovey (Screen Media, UWE Bristol),Associate Professor Mandy Rose (Digital Cultures, UWE Bristol) and Dr Angie Page (Policy Studies, University of Bristol).

As part of the conference we will unveil Shadowing by Jonathan Chomko and Matthew Rosier, the winning project of the 2014 Playable City Award. This brand-new artwork will give memory to Bristol's city street lights, enabling them to record and play back the shadows of those who pass underneath, inviting interaction between those who share a space.

For more information on the conference programme and speakers, visit Making the City Playable Conference

Cities Want Young Families to Play and Stay / Brincar em qualquer lugar

"The whole city should be a playground, and play should happen everywhere."

That means not only building more parks and bike paths but also incorporating the ideas of "fun" and "play" throughout a city, whether it is musical swings downtown (Montreal), a hopscotch crosswalk in an arts district (Baltimore) or camp sites on a city lake front (Chicago).

As cidades necessitam de famílias jovens que queiram jogar, aproveitar e ficar ....

Noticia de ANNE MARIE CHAKER

http://online.wsj.com/articles/cities-message-to-young-families-play-and-stay-1407279639

Tarja Branca. A revolução que faltava

Tarja Branca. A revolução que faltava 

Um filme que debate medicalização da infância e adormecimento dos afetos. Alternativa questionadora: brincadeiras, para crianças e adultos.
"Um filme sobre o tema do brincar, sua seriedade e importância na vida, não somente de crianças como também de adultos. Tarja Branca: A revolução que faltava, de Cacau Rhoden, em cartaz em São Paulo, e mais uma belíssima produção da Maria Farinha "

http://outraspalavras.net/destaques/brincar-a-revolucao-que-faltava/


Ver resumo : https://www.youtube.com/watch?v=aU7OTTPhkII

The Video Game Business de Randy Nichols

The Video Game Business examines the historical emergence of the video game industry, examining the impact of changing production, distribution, and changing technologies as well as questions of labor and intellectual property.  It uses case studies of companies including Nintendo, Sega, and Electronic Arts to unpack key developments in the industry’s development.  In addition, the book offers corporate profiles of a range of key players in the software development, software publishing, and hardware manufacturing sectors which provide lists of key franchises as well as benchmark financial and employment data.  Among these are GameStop, Valve, and Walt Disney. The impact of digital distribution, casual gaming, microchip manufacture, mobile phones, details and connections with other media industries is considered.  It provides a broad range of data on international audiences, historical data on salaries and employment, a discussion of ratings systems internationally, and brings together economic data to both clarify the state of the mainstream industry and to suggest key challenges for its future.  

https://www.palgrave.com/page/detail/the-video-game-business-randy-nichols/?K=9781844573172

PLAYABLE CITY

MAKING THE CITY PLAYABLE CONFERENCE, 10-11 SEPTEMBER 2014 (BRISTOL, UK)

Featuring Google Creative Lab’s Tom Uglow, architect Usman Haque, artist Luke Jerram and Ogilvy’s Tara Austin, this two-day international conference will explore the theme of the ‘Playable City’, asking what it might mean for citizens, urban planners, tech giants, small companies, artists and designers in imagining and making the cities of the future. On 10 and 11 September, we will be bringing together a brilliant group of thinkers, makers, planners and civil disobedients to look at cities as playable places and ask the question: how do we make and unmake our future cities?

Convened by the Watershed, Festival of Ideas and UWE Bristol's Digital Cultures Research Centre (DCRC), the conference will feature playful interventions, networking, debate and discussion, artist commissions and a cross-disciplinary academic strand.

For more information on the conference programme and speakers, visit Making the City Playable Conference site - http://www.watershed.co.uk/playablecity/conference14/

Child in the City

29 September - 1 October 2014  The 7th Child in the City Conference will take place in Odense (Denmark) at the University of Southern Denmark

Participation, inclusion and cooperation What are the effective models form including and engaging diverse children and young people, especially those in most need of support? How can we build bridges between children, parents and professionals to create more integrated responses from services, and better children’s communities within in the urban landscape? Child wellbeing and the impacts of recession What are the impacts of economic recession on children’s rights, health and life chances? How can we demonstrate the economic  sense of investing in services and spaces for children? How do we sustain services through times of constrained public funding? What is the role of child-impact assessments in making difficult decisions on public spending? Play, mobility and children’s culture How can we best respond to the UN’s General Comment about play, recreation and children’s cultural lives? How can local governments combat the insidious commercialization and over-institutionalization of children’s lives; promote their greater mobility; and create opportunities for their playful physical activity and access to the natural world? http://www.childinthecity.com/Conference/Conference/Themes/page/9791/

APRENDIZAGEM COLABORATIVA

A linguagem oral com que a criança chega à escola, independentemente do seu contexto, é a base para a aprendizagem da linguagem escrita, sendo um objectivo primordial da instituição escolar permitir e encorajar cada criança a usar a língua materna com o máximo de eficácia, quando fala, ouve falar, lê e escreve. Mesmo sabendo disto, todos os anos propomos às crianças, que frequentam o lº ciclo do Ensino Básico, uma educação dirigida principalmente à sua razão, em detrimento da sua afectividade e de toda a riqueza das expressões que são garantia de um desenvolvimento mais completo do conjunto das suas faculdades.

Os trabalhos sobre literacia emergente mostram que as crianças aprendem cada vez mais cedo a ler e a escrever observando e interagindo com os adultos e com outras crianças, em aprendizagens focadas numa multiplicidade de saberes: rotinas, jogos, histórias e atividades sociais diferenciadas que podem e devem ser convocadas para o contexto de sala de aula. Se sabemos que a criança aprende a falar mesmo antes de aprender a ler, a escrever e a saber usar a linguagem em seu beneficio e não temos dúvidas que é importante que a criança aprenda, na escola, as regras gramaticais que lhe permitem o uso adequado e o reconhecimento social da linguística, também é fácil compreender que elas podem desde a escola básica (lº Ciclo) aprender a compreender a olhar e participar no mundo social valorizando o que aprenderam na Escola. A reflexividade linguística que se exige a uma criança será menos abstracta que a reflexividade que se exige para olhar o mundo social? O mundo em que ela vive ?

 A ideia de que as crianças vivem num mundo à parte afastado da realidade social e política, sem tensões sociais, e que as crianças constroem a sua identidade sem mesmo antes terem consciência da diversidade social, cultural, do significado da aprendizagem escolar, é uma visão difícil de aceitar. 

Acreditando nisto, e na aptidão das crianças enquanto atores sociais competentes, desafiamos um grupo de alunos/as a construir um instrumento de recolha de informação que tivesse em conta as suas preocupações e saberes sobre a aprendizagem da língua materna.
 As crianças criaram um jogo que serve de ponto de partida para perceber o que significa aprender a ler e escrever e qual a importância das diferentes áreas de expressão para conseguir essas aprendizagens. Partimos do pressuposto de que as crianças são investigadoras todos os dias pois, participam em projetos diários quer em contexto de sala de aula quer na escola e que um dos papéis do/a professor/a é criar o hábito (individual e colectivo) de pensar nas coisas, nas palavras, refletir e criar hábitos intelectuais de ligação das diferentes aprendizagens que elas fazem dentro ou fora da sala de aula. Uma aprendizagem colaborativa entre adultos e crianças, que se pauta pela escuta, pelo  diálogo, pela partilha de informação, mas também pela solidariedade e inter-ajuda.

Maria José Araújo e Marlene Magalhães