Paula Alexandra Guimarães

Educadores de adultos em Portugal: políticas fragmentadas, identidades em mudança

Abstract Abstract Abstract discussion held in this paper is the result of several researches made by the author recently on adult education public policies as well as of her participation in the Adult Learning Practitioners in Europe (ALPINE) project (2007-2008) coordinated by Research voor Beleid (The Netherlands) and funded by the European Commission. The analysis presented here stresses challenges faced by adult educators in Portugal in the frame of adult education public policy in observance. Among these challenges one may find the difficulties in building a profession, the dilemmas of continuing

‘A fondness for being sad’: some portuguese sources for Elizabeth Barrett Browning’s Poetics of Melancholy in Sonnets from the Portuguese (1850)

In seeing melancholy as the antithesis of poetic creativity, the Victorians often broke with the traditional Renaissance and Romantic attitudes of equating melancholy moods with artistic or poetic genius. This article proposes to explore how, initially viewed as an emotional and ‘depressed’ woman poet, Elizabeth Barrett Browning tried to resist and escape the sickening disempowerment or abandonment which had affected poets such as Felicia Hemans and Letitia Landon, and engage in a new poetics of melancholy in Sonnets from the Portuguese (1850). It demonstrates how the poet plays this poetics out in most of her later sonnets, where she indeed attempts to prove that good poetry can be written without melancholy, even if she herself does not always succeed in this deliberate rejection of ‘dejection’. The article thus intends to suggest, through a brief comparative analysis, that her apparently contradictory poetics of melancholy very probably derived from a specifically Portuguese poetic tradition, namely the ‘fondness for being sad’ of Luis de Camoes, as well as the sorrowful love of Mariana Alcoforado’s epistles (1669) and of Soror Maria do Ceu’s mannerist poems, an influence that is supported in the great similarity of motives and language that can be found in the respective texts.

Educadores de adultos en Portugal: políticas fragmentadas, identidades hacia el cambio

Abstract Abstract Abstract discussion held in this paper is the result of several researches made by the author recently on adult education public policies as well as of her participation in the Adult Learning Practitioners in Europe (ALPINE) project (2007-2008) coordinated by Research voor Beleid (The Netherlands) and funded by the European Commission. The analysis presented here stresses challenges faced by adult educators in Portugal in the frame of adult education public policy in observance. Among these challenges one may find the difficulties in building a profession, the dilemmas of continuing

Shifts in the field of the adult education. On training paths for adult educators

ABSTRACT In contemporary times the adult education field faces relevant shifts leadingto the emergence of tensions and dilemmas that force its reconfiguration.Therefore, several problems rise in what adult educators’ training is concerned,mainly these induced by the prevalence of certain forms of training.Searching for innovative ways of conceiving and developing adult educatorstraining, the Unit for Adult Education of the University of Minho joined theproject A Good Adult Educator in Europe (AGADE). In this paper, theauthors wish to present six principles by which a disposal of adult educatorstraining can be based on. Key-words: adult education; training disposals for adult educators. 1. Lugares de partida 1.1. Nos paises centrais e nos paises da semiperiferia, o campo daeducacao de adultos 1 , nos tempos mais recentes, tem conhecido mutacoesradicais associadas a multiplas causas, entre elas a crise do projecto origi-nal da educacao de adultos (FINGER e ASUN, 2001; CANARIO, 2006), asreconfiguracoes do Estado, da sociedade civil e das suas relacoes (DALE,2005; LIMA e AFONSO, 2006) e os novos desafios sociais, ecologicos,politicos e culturais com os quais este campo de praticas se confronta(STROMQUIST, 1998; WELTON, 2005).Dentre estas mutacoes, sao particularmente significativas as que es-tao associadas as alteracoes da economia nas sociedades capitalistas e aosseus impactos nos contextos de trabalho; no quadro destas mudancas, emparticular aquelas que envolvem a economia, o trabalho e a formacao, temsido atribuida uma crescente importância a educacao de adultos, nomeada-mente a