"(…) [na] homenagem que pretendemos fazer a Bourdieu e Bernstein através deste número 19, oferecemos ao leitor de língua portuguesa cinco artigos de grande qualidade de investigadores e estudiosos de Bourdieu e Bernstein em três países europeus, designadamente, Portugal, Dinamarca e Inglaterra. Também publicamos, pela primeira vez, os testemunhos que foram proferidos na sessão organizada pela Secção Autónoma de Sociologia da Faculdade de Letras da Universidade do Porto, no dia 31 de Janeiro de 2002, sessão essa intitulada "Aquele que Morreu Interpela-vos - Homenagem Póstuma a Pierre Bourdieu (1930-2002)". (…)"

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"O 2º seminário organizado e realizado pela Associação de Sociologia e Antropologia da Educação sobre o tema "Repensar a Escola: Que Lugar da Escola na Chamada Sociedade Cognitiva?" decorreu durante os dias 11 e 12 de Janeiro de 2002, na cidade de Chaves. (…) Este número 18 da revista Educação, Sociedade & Culturas publica cinco das comunicações proferidas. (…)"

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" (…) Os textos que aqui se apresentam, privilegiando o olhar sociológico sobre as crianças e a infância, procuram dar conta de alguns trabalhos acerca da realidade portuguesa e brasileira e, ao mesmo tempo, aproveitar a oportunidade para "apresentar" entre nós dois dos principais representantes das correntes anglo-saxónicas contemporâneas da sociologia da infância, dois dos seus pioneiros e dos mais profícuos investigadores - Chris Jenks (Inglaterra) e William Corsaro (EUA). (…)"

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"(…) Emancipação para o projecto de modernidade significava dominar a mudança social através da dominação da natureza e dos destinos do ser humano e era uma emancipação no singular, homogénea e totalmente abrangente. Hoje parece fazer mais sentido falar de emancipações, no plural, e da gestão da mudança social em vez de sua dominação. (…)"

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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.

" (…) análise bastante exaustiva dessa política educativa que se chama a gestão flexível do currículo, análise essa que se desenvolveu a partir de diferentes perspectivas sobre a escola. Pensamos que muito do que está em causa com esta política se relaciona com uma mudança profunda no papel do professor (que, por sua vez, se relaciona, evidentemente, com os novos tempos em que vivemos), isto é, já não faz sentido um currículo escolar desenvolvido a partir da noção do professor como transmissor, professor esse que se preocupa sobretudo com a organização e tradução de conhecimentos que terá de transmitir na sala de aula através de metodologias de ensino mais ou menos activas"

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