Suchergebnisse

By the second half of the 19th century, technical education was faced with the urgent need to implement a set of conditions capable of guaranteeing the training of qualified professionals whose skills would contribute to the economic development of the country. Initially, the diffi culties in fi nding teachers were overcome only with great diffi culty. All kinds of expedients were mobilized in the attempt to supply teachers with the required qualifi cations - lack of selectivity, incentives, foreign recruitment. Early in the 20th century, the Associação dos Professores das Escolas Industriais e Comerciais - APEIC [Association of Industrial and Business School Teachers] was created, and became a key mediator in technical education, acting on various fronts and wielding considerable infl uence among government and the ruling classes. The bulletin published by the APEIC became a forum for discussion on recruitment, educational methods, technical education and associativism. The appearance of the bulletin marked the beginning of a greater preoccupation with the recruitment process, and with initial and ongoing training. Symptomatic of this increased awareness was the creation (by decrees 5 029 of 1 December 1918 and 6 414 of 23 February 1920) of a design school, the Escola Normal para o Ensino de Desenho. Under the dictatorship, some eff orts were made to improve training and the status of technical education (under legislation passed in 1926, 1930, 1931 and, above all, 1948), but these never succeeded in placing technical education on a par with lyceum education.

The tendency to participate with solidarity in the religious and assistance initiatives is a trademark of the Portuguese who returned from Brazil. The major novelty in the second half of the nineteenth century is the conduction of large sums of money towards education, in a framework of philanthropy that was unusual. This inclusion of education in the field of charity was in the concerns of politicians and intellectuals of the time who argued that "only by educating people, nations can achieve its independence, wealth and freedom (.)". Inserted in this context we can find examples that deserve, by their paradigmatic profile, a more detailed attention. After making fortune, Oliveira Lopes and his brother tried to solve problems that seemed without solution in their homeland. This example assumes a synthetizing nature for several reasons. Firstly, because it portraits the typical Brazilian of the end of the nineteenth century that saw education as a fundamental tool to approach Portugal to the international standards. Secondly, because with the well-being of his fellow countrymen and the "notoriety of his hometown" he can diminish the pain of the "abandonment in search of wealth". Thirdly, because his return introduced a new sense and a new rhythm in searching solutions for eternal problems in the field of religion, assistance or education. Finally because, even though they are the minority of Brazilians that achieved fortune, they put their wealth in the service of the country that made them leave in order to try to stop the flux of emigrants.

The theme of this paper is secondary education in Portugal and in Brazil in the 20th century from a comparative perspective. This history is first examined based on a conceptual discussion and a historical contextualization of what occurred in both countries in the period defined. Then a reference bibliography and a significant part of the historiography that exists on this educational level in Portugal and Brazil is presented. Next, the legislation and some aspects related to school institutions, curricula, and practices are examined. Finally, similarities and differences between Portugal and Brazil in the historical paths and the current situation of secondary education are indicated. ; Este artículo aborda, en perspectiva comparada, la temática de la Enseñanza Secundaria en Portugal y en Brasil durante el siglo XX. Se inicia con una discusión conceptual y de una contextualización histórica de lo que pasó en ambos países en el periodo delimitado. En seguida, se hace una presentación de la bibliografía de referencia y de una parte significativa de la historiografía existente sobre este nivel de enseñanza en Portugal y en Brasil. Después, se examina la legislación y algunos aspectos relacionados a las instituciones escolares, sus currículos y prácticas. Al final, se apuntan semejanzas y diferencias entre los itinerarios y la situación actual de la Enseñanza Secundaria en Portugal y Brasil. ; Este artigo aborda, em perspectiva comparada, a temática do Ensino Secundário em Portugal e no Brasil durante o Século XX. Parte-se de uma discussão conceitual e de uma contextualização histórica do que se passou em ambos os países no período delimitado. Em seguida, faz-se uma apresentação da bibliografia de referência e de uma parte significativa da historiografia existente sobre este nível de ensino em Portugal e no Brasil. Depois, examina-se a legislação e alguns aspectos relacionados às instituições escolares, seus currículos e práticas. Ao final, apontam-se semelhanças e diferenças entre os percursos e a situação atual ...

This paper presents the results of a research project carried out in Portomarín, a small town in Galicia (Spain), which was flooded as a result of the construction of a dam in 1963. A new town was built a short distance away, but a strong sense of rootlessness remains among the inhabitants of the town. To what extent does the population of Portomarín recognise its memory regarding the forced removal as heritage? What means can be employed to incorporate the historical process of the forced removal into its identity? How can heritage education contribute towards the population overcoming these feelings of rootlessness? The inhabitants' conceptions of their forced removal were identified, and an educational activity was implemented in the town's school regarding the process of the removal. The hypothesis is confirmed that a community that does not foster intergenerational dialogue about its past (which in this case was traumatic) and does not develop its own strategy to assist in explaining and understanding its local history does not construct a shared identity ; This research has received funding from the Spanish Government's National R&D&I: Teaching competences aimed to improve student's learning (PGC2018-094491-B-C31) and co-funding from the ERDF of the EU ; SI