" (…) A escola, como instituição característica do advento da modernidade, participa, em termos históricos, [do] duplo movimento de "deslocalização" e de "relocalização" da vida social. Assim, a escola é tributária e participa das mudanças que historicamente marcam a passagem das sociedades de Antigo Regime para as sociedades industriais modernas e, desse ponto de vista, a escola nasceu em ruptura com o local. Por outro lado, as práticas escolares são hoje marcadas pela referência a uma necessária recontextualização da acção educativa escolar que trouxe para primeiro plano o debate sobre as relações entre a escola e o local. (…)"

Texto completo

[In our] tribute to Bourdieu and Bernstein in this 19th issue, we offer Portuguese-speaking readers five high-quality articles by researchers and scholars of Bourdieu and Bernstein in three European countries, namely Portugal, Denmark and England. We are also publishing, for the first time, the testimonies given at the session organised by the Autonomous Section of Sociology of the Faculty of Arts and Humanities of the University of Porto on 31 January 2002, entitled ‘He Who Died Calls on You - A Posthumous Tribute to Pierre Bourdieu (1930-2002)’.

Steve Stoer

The 2nd seminar organised and held by the Association of Sociology and Anthropology of Education on the theme ‘Rethinking the School: What Place for the School in the So-called Cognitive Society?’ took place on 11 and 12 January 2002 in the city of Chaves. (...) This 18th issue of the journal Educação, Sociedade & Culturas publishes five of the papers given.

The texts presented here, which focus on the sociological view of children and childhood, seek to report on some work on the Portuguese and Brazilian reality and, at the same time, take the opportunity to ‘introduce’ two of the main representatives of the contemporary Anglo-Saxon currents in the sociology of childhood, two of its pioneers and most prolific researchers - Chris Jenks (England) and William Corsaro (USA).

Manuela Ferreira

Emancipation for the project of modernity meant mastering social change through the domination of nature and the destinies of human beings, and it was an emancipation in the singular, homogeneous and all-encompassing. Today it seems to make more sense to talk about emancipations, in the plural, and the management of social change rather than its domination. 

Steve Stoer

The field of education is being transnationalised. Globalisation has an impact on education, and more specifically on education systems, which we need to understand. Education policies are being developed at different levels: local, national and supranational. In Portugal, you can feel the tension between different logics. The question is: Who decides on education policy? How? On what basis? What delimits educational decision-making? Who determines the political agenda in education? Does the agenda testify more to what can be discussed or what cannot be discussed? Which social actors take part in this process? What does education mean to the various participants in the debate? What are the implications of globalisation for the processes of legitimising educational decision-making?

Steve Stoer

On 14 and 15 January this year [2000], the first seminar organised by the Association for the Sociology and Anthropology of Education was held in Vila Real. The theme of the seminar was ‘Multiculturalism and Qualitative Research Methodologies’, a theme that has now been used to organise this issue of the journal Educação, Sociedade & Culturas, which includes the papers that were presented.

A fairly exhaustive analysis of this educational policy called the flexible management of the curriculum, was conducted from different perspectives on the school. We believe that much of what is at stake with this policy is related to a profound change in the role of the teacher (which, in turn, is obviously related to the new times in which we live), i.e. it no longer makes sense to have a school curriculum developed from the notion of the teacher as transmitter, a teacher who is concerned above all with the organisation and translation of knowledge that he or she will have to transmit in the classroom through more or less active teaching methodologies.

Steve Stoer

This issue (...) is marked, in various ways, by the concept of multiculturalism. In fact, the concept is not only worked on in terms of its meaning from different fields (...) but it is also related to intercultural education and the potential role of the Anthropology of Education in the field of teacher training (...).

Steve Stoer

How will education agents - teachers, parents, students - react to this process [of the commodification of education]? What use will they make of the spaces of autonomy that already exist and others that are being developed? 25 years since 25 April is an important moment to reflect on and debate these and other questions.

Steve Stoer

Editors:
Luiza Cortesão (CIIE/FPCEUP)
Licínio C. Lima (Inst. of Education and Psychology/UMinho)
With the collaboration of Stephen Stoer (CIIE/FPCEUP)

What are the implications of the so-called postmodern condition for education and, more specifically, for school education? (...) This issue 9 of the journal (...) includes several articles reflecting on ‘the paradigm shift in educational evaluation’ (...), on ‘elements for an eco-ethological perspective in education: environmental, ethological and ethical education’ (...) and on ‘the importance of reflexivity in the sociology of education’.

Steve Stoer

The knowledge produced by the articles will help us to understand, on the one hand, how to reconcile science with affectivity and, on the other, how to tackle a dichotomy - orality/writing - which is perhaps much more of a continuum than a dichotomy.

Steve Stoer

Four of the scientific articles in this issue of the Journal also fall, in one way or another, within an ethnographic approach to the field of education. The other two point to the production of knowledge that can be used to analyse educational policies. 

Stephen Stoer

The recent cases of ethnic conflict in Portugal, especially the demolitions of the ‘clandestine’ Roma shacks in Vila Nova de Gaia and Vila Verde, give important prominence to the analyses of the Roma community included in this issue of the journal Educação, Sociedade & Culturas.

Steve Stoer

Editors:
Helena C. Araújo, CIIE/FPCEUP
Steve Stoer, CIIE/FPCEUP
António Candeias, ISPA

In this 4th issue of the journal Educação, Sociedade & Culturas, (...) there are two dominant themes: on the one hand, the theme of educational policy and its analysis (...), and on the other, the theme of the child (...).

Steve Stoer

This issue marks the start of a collaboration with Brazilian and Spanish authors that we hope to strengthen in future issues of the journal.

Stephen R. Stoer

The six articles that make up the first part of this second issue of the journal Educação, Sociedade & Culturas provide social scientists working in the field of education/training with varied and in-depth reflections that are very relevant to the times in which we live.

Stephen R. Stoer

A group of teachers and researchers in the areas of Sociology and Anthropology of Education from various universities and colleges in the country decided to launch a new journal, given that there is currently no periodical publication in these areas of specialisation (...).

Stephen R. Stoer