Tradução, para a língua inglesa, dos artigos publicados nesta edição

Crespo, Vitor

Ferreira, Rosilda Arruda

Madeira, Maria Helena

Magalhães, António M.

Martins, Ernesto Candeias

Pol, Milan

Soriano Díaz, Andrés

English

Universidade Lusófona: Revistas científico-culturais

Revista Lusófona de EducaçãoAbstracts198The Identity of Higher Education: higher education and the universityAntónio M. MagalhãesHigher education is a product of moderni-ty, built in the crossroad of the Humboldtian model, the Napoleonic model and the Ox-bridge model. Higher education, as we know it, was centred in the handling of knowledge, i.e., in its production (research) in its dis-tribution (teaching) and in its dissemination across society (service to community). Kno-wledge and its handling defined not only the institutional mission, but also the nature of higher education organizations. To these components of the ‘idea’ of hi-gher education, others equally important elements were added: the role of higher education institutions in the consolidation and development of the nation-state. The cadres necessary to the functioning of the state apparatus found in the universities a privileged place for their training.This paper argues that in a context in whi-ch the production, distribution and dissemi-nation of knowledge are changing, a context in which globalization/localization processes erode – mainly in Europe – the national level, and a context in which massification and de-mocratization of access to higher education induce sociological patterns different from the originals, higher education itself is as-suming a schizo identity: tertiary education, post-secondary education, research-driven higher education, vocational higher educa-tion, etc. This situation demands increased reflexivity, by simultaneously refusing an essentialist approach to the ‘idea’ to higher education and stressing the need to promo-te educational perspectives not reducible to its adaptability, i.e., refusing the framework of a paradigm in which the criterion of an institution legitimacy is proportional to their survival capacity in an ever changing environmentUniversities and Other Institutions of Higher Education in European CountriesVítor P. CrespoThe number of Higher Education institu-tions in the different countries in Europe is analysed. It is calculated the number of insti-tutions per million of habitants. To increase the degree of comparability, the European countries are separated in tree groups: the large, the medium and the small size coun-tries.In general are considered the various types of institutions – public and private, universities and other institutions of higher learning.The institutions/population ratios are very similar for the institutions of the same size group, with the exception of the Portuguese non university sector. One of the reasons for such behaviour can be found on the you-th, and the historical context of the creation of these institutions.It is referred that the universities in Por-tugal rank low in excellence comparative-ly with what happens in a great number of other European countriesSome criteria that may be used to bypass the singularity of the Portuguese higher education network are advanced. Key words:   rankings; educational syste-ms; comparative studies; Bologna process; Higher Education; academic degrees.The Bologna process and the Czech system of educationMilan PolThe Czech system of education has been through several years of relatively intensive transformation efforts reflecting the inter-national processes of transformation of hi-gher education the Czech Republic joined.The most important external stimulus di-Revista Lusófona de Educação Revista Lusófona de Educação Revista Lusófona de Educação, 7, 2006199recting the transformation process is the socalled Bologna process.The Bologna process undoubtedly has been and will continue to be a significant stimulus defining the direction and charac-ter of this transformation, in virtually all main areas of operation of higher education institutions.Educational Ideas and Trends        in the School Scenery. Where we are and where are we going to?Ernesto Candeias MartinsThis paper intends to make a contribu-tion to the educational trends nowadays. The author questions the existence of these trends /and/ or pedagogical movements and their meanings trying to answer the ques-tion ‘What’s the actual path of education / training?’  It leads him to analyse the peda-gogical issues of new timings in the several educational spaces. The emergency of edu-cational tendencies is related with the new historical-pedagogical subject in three items: the first is connected to the dynamic and worried teachers in relation to the needs and problems of the new generations what gives floor to the dialogical debate of ‘old and new ideas’ and the educational propo-sals, the second refers to the different spe-eches and to the sensibility to educate, to teach and to train or to learn, i.e. the chan-ges, contributions and research; and the last is related to innovation and development, the renewal of the pedagogical movements, with organizational expressions that lead to debates on the democratic alternatives to teaching, the mission and social role of school, the curricular management and the pedagogical contents ways of teaching and learning of the new publics and new jobs, new learning sceneries, new knowledge and cultures, and so on.KeyWords: pedagogical trends, school sce-nery, school roles, new learning and publicsAn aproach to the Social Pedagogy-EducationAndrés Soriano DíazSocial Pedagogy and Social Education are situated in a joining point of educatio-nal and social aspects, and, only from this perspective, their beginnings and historical development can be understood. In their configuration, the practical requirements always have pointed the way of theoretical reflection, which has set the Social Pedago-gy identity as a scientific discipline and the Social Education as a practice intervention space. Social Education is not only defined by the functions that traditionally have been of its competences, even also by those whi-ch are circumstantially attributed to it, in response to the derivated changing reality necessities. Evenly, the Social Education fun-damentation and legitimation exist in diffe-rent lawful texts, with international but also national character, where the philosophy of social policy is collected in every country. Therefore, there is no complete accord in the way of understanding Social Education, but different conceptions exist according to spaces and moments. All of this has made that, throughout the time, a conceptual evo-lution has not been produced, but different interpretations of it.Sociology of Education: An analy-sis of its origins and development from an approach of the Sociology of Knowledge.Rosilda Arruda FerreiraThis work intends to analyze aspects re-lated the origins and to the development of the scientific field of the Sociology of the Education according to an approach of the Sociology of the Knowledge and under a perspective pair: as an intellectual process and as a social historical phenomenon. For Revista Lusófona de EducaçãoAbstracts200in such a way, it identifies to the trends the-oretician methodological of prestige of the field of the Sociology of the Education and its relations with the social political context, prioritizing, in this analysis, the aspects rela-ted with the changes in the social function assumed by the school to the long one of the time. After the carried through analyses, conclude that in the interior of the scientific field of the Sociology of the Education they coexist, in the present time, theories direc-ted toward the daily action, where they pre-dominate, on the other hand, related sub-jects the social representation, the action of the daily citizen in, and, for another one, the theories come back toward ampler the social system, where the boarding of the ne-xuses between the social structure and the existing interactions that form the individual and collective citizens and inequalities in the educational system.Training Education of the StudentsA different teaching process to-wards the (re)construction of pro-jects of lifeMaria Helena MadeiraThis study is about Initial Professional Edu-cation and it is intended to analyze the rea-sons and conditioning factors perceived by young people that took them to choose this way of education. The study considered two possible ways for professional education in Portugal: the Learning System (called Siste-ma Aprendizagem) and Professional Schools. Among the reasons pointed out by the stu-dents for choosing professional education, emerges the concern in obtaining a qualifi-cation that could facilitate their insertion in the labor market, combining a qualified edu-cation with skills obtained from real work experience during practical apprenticeship training. The welfare exhibited by young pe-ople seemed to be related with the achieved success, with the acquisition of the neces-sary knowledge for working on the chose profession, allowing some of the students to reconcile themselves with school and to (re)construct plans for their lives.

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