Luís Mota

Readings over António Nóvoa’s educational thinking: comparative analysis of scientific journals of education and teaching in Portugal (1987-2017)

The contribution of Antonio Novoa to the social analysis of education and educational sciences in general goes through the whole period of expansion of the Portuguese education system and the beginning of its retraction. What readings of the work of Antonio Novoa are called in the scope of the scientific publications of education and teaching?In order to concretize our questioning, we mobilized a series of scientific journals of education and teaching, namely: Revista de Educacao do Departamento de Educacao da Faculdade de Ciencias da Universidade de Lisboa; Revista ESC – Educacao, Sociedade & Culturas; Revista Lusofona de Educacao; Revista Portuguesa de Educacao; and, Revista Portuguesa de Pedagogia.The analysis of content allowed the identification of a set of four dimensions – Curricula, innovation and practices; Teacher training and professional development; Educational policy and school organization; and History of education and comparative education – that are updated in a set of categories and subcategories.

Uma Instituição de Formação de Professores do Ensino Primário em Coimbra (1942-1974)

The article focuses on the Elementary Teaching Training School of Coimbra (EMPC) (1942-1974). It is a cross-section of a wider research on public institutions of Elementary Teaching Training in Coimbra, in the twentieth and twenty-first centuries. Using archives, the memory and the museum, we studied spaces and architectural structure, the pedagogical and didactic fields and the socio-cultural dimension. Data triangulation allowed us to define the pedagogical model of EMPC. We highlight dimensions of change and permanence, as well as rupture (and conformity) between the norm and the social practices.

Memórias(s) 30 anos depois: (Entre)vistas a pretexto da formação de professores no PREC

Res_por:No artigo interpelamos testemunhos orais, produzidos em situacao de entrevista, sobre as vivencias numa escola de ensino normal, durante o processo revolucionario em curso (PREC). Em face da escassez das fontes documentais, os testemunhos orais emergiram como muito relevantes para a compreensao da dinâmica pedagogica numa instituicao de formacao de professores, mas importa sublinhar a necessidade da sua articulacao com outras fontes historicas, nao deixando de equacionar a problematica da memoria, enquanto retrospeccao, e da ideologia que configura os dois tempos de producao da narrativa, o do acontecimento, cuja intensidade marcou a cativacao da informacao e do sentimento, e da relevância e interpretacao que dele se faz no momento da sua recuperacao.