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

Almeida, José Luís Vieira de

Brites, Rui

Carvalho, Carla

Cerqueira, Maria de Fátima

Estêvão, Carlos V.

Farhangmehr, Minoo

Fenerich, Claudia

Ferreira, José Brites

Gouveia, Odília

Grubisich, Teresa Maria

Machado, Maria de Lourdes

Martins, Alcina Manuela de Oliveira

Martins, Ernesto Candeias

Neitzel, Adair de Aguiar

Nogueira, Carlos

Pacheco, José Augusto

Pinheiro, Maria M.

Russo, Kelly

Santiago, Rui A.

Sarrico, Cláudia S. Sarrico

Soares, Virgílio Meira

Vilanova, Rita

English

Universidade Lusófona: Revistas científico-culturais

220 Revista Lusófona de Educação, 17, 2011Revista Lusófona de EducaçãoDemocracy, Human Rights and Education. Towards a critical perspective of human rights educationCarlos V. EstêvãoAfter a brief review of human rights theoreti-cal perspectives according to the prevailing conceptions of state, the author presents three understandings of democracy: deliberative de-mocracy, communicative democracy and de-mocracy as human rights. From this framework, and taking into account the place of justice and rights in education, the author addresses a critical perspective of human rights education and its implications for conceptions of school, school culture, curriculum, learning, committed to emancipatory democracy.Keywords: Democracy; human rights; justice; human rights educationIndividual and minority rights:                 the Brazilian State and the challenge      of indigenous formal education Rita Vilanova, Claudia Fenerich & Kelly RussoIn this article the tensions concerning the rec-ognition of minority rights for Brazilian indige-nous groups are analyzed, focusing school edu-cation. Our analyses were based on two distinct visions of contemporary political liberalism, in the sense of discussing its limits and possibili-ties in relation to the intercultural issues that emerges in these scenarios. Our analyses points that the advances obtained in the legal con-text have difficult implementation, for reasons that goes from the precariousness of some lo-cal education systems to the complex dialogue between the majority culture and the diverse indigenous groups in Brazil. Keywords: indigenous education; political liberalism; minority rights; intercultural relations.The (De) construction of educational knowledge in the theory of the educationErnesto  CandeiasThe article inserts within the sphere of the theory of the education, understood this in the epistemological level (what kind of knowledge is the ‘ educational knowledge’), as a material-ist theory in the educational relation (educator/educating) as a theory of the educational tech-nology (‘ to know to do ‘) and hypertextual in the formal and non formal educational forms of the information transmission (‘ systemic ‘ theo-ry). This is a reflection on the dynamic from the universe of education (educational practices, educational institutions, facts, reality, etc.), on the educational theory (concepts, discourses, sciences, systematization of knowledge, etc.) which includes conceptual knowledge of other educational sectors (non formal, informal edu-cation), that are peripheral or bordering to the educational universe. The author argues the ra-tionality supported in the theory of the educa-tion, since questioning ‘educational knowledge ‘ is an essential issue in any theory. This objec-tive, which is not trivial, approaches the way we explain or narrate educational phenomenon/phenomena. This is a proposal that makes us embroiled in the ways of epistemology and/or the basis of educational knowledge (rationality) and of the conceptions on the theory of educa-tion.Keywords: educational knowledge; pedagogical knowledge; rationality; theory of education; educa-tional epistemology.The teaching and the learning in the classroon on a dialetic perspectiveJosé Luis Vieira de Almeida & Teresa Maria GrubisichIn this paper it is argued, the dialectical media-tion focus, the relation between teaching and learning and their effects in the classroom. This essay aims to contribute to some misconcep-tions about this relation are resolved and for Revista Lusófona de Educação 221Abstractsteachers to better understand what teaching is, what learning is, what kind of relation exists between both of them and what the teacher role is about these processes, which involve philosophical bases that should be known and understood by teachers.Keywords: teaching; learning; dialectical; mediation; classroom.Evaluation, Learning and Curriculum.     An aproach confronted by a global agendaJosé Augusto PachecoDrawing upon the concept of “sliding signifiers” (Apple, 2009) as having a multiplicity of mean-ings in a given context according to its actors and contexts, this paper explores globalization which does not mean homogeneity and unifor-mity. Thus, reflecting upon curriculum, lifelong learning and evaluation as themes related to educational and training policies implies the discussion of their meanings taking into ac-count different ways of looking at them, espe-cially in a field which is marked by a disciplin-ary view. This paper examines these meanings by discussing the diverse points of view based upon existing educational and training policies, within the framework of the world agencies. This does not mean the general acceptance of uniformity and the rejection of diversity, partic-ularly when curriculum, learning and evaluation are discussed taking a personal stance. The pa-per includes, in the first section, an integrated approach of the concepts of curriculum, lifelong learning and evaluation and, in the second sec-tion, the discussion of each of these concepts. Keywords: Curriculum; Lifelong learning; Evaluation; Globalization. Portuguese Oral Tradition in the Basic and Secondary Education: reflection, revision, proposals.Carlos NogueiraThe study and dissemination in school context of Portuguese oral and traditional literary texts, as it universally acknowledged, may contribute to the construction of a more pluralistic, demo-cratic and stimulating social and cultural envi-ronment: it not only promotes liberty of being and thinking and an organized and informed knowledge of Portuguese but also deepens citi-zenship education and the implementation of new cognitive abilities.We assume such points of view but we also propose a revision. Through a new scientific, pedagogic and didactic approach, it is possible to give more visibility to these contents, already present in the curricula of primary and second-ary schools, but not yet fully explored in their communicational, literary and cultural virtuali-ties.Keywords: oral and traditional literature; Portuguese; ethics; aesthetic; education; community; citizenship.The esthetics and art in professional development of  basic education teachers Adair de Aguiar Neitzel  & Carla Carvalho This research investigates the concepts of teachers of the municipal education network of Balneário Piçarras, SC, Brazil, in relation to the teaching of music, scenic language, literature and visual arts, based on studies and artistic ex-periences gained on the specialization course in Teaching in Basic Education. The objective was to evaluate the impact of these proposed activi-ties on the teaching practice. This was a descrip-tive study; partly document analysis, in which the data were analyzed using a qualitative and quantitative approach. For the data collection, we proposed two basic actions: analysis of guid-ing documents of the project and application of questionnaires to teachers. For the analysis of the questionnaires we adopted the methodol-222 Revista Lusófona de Educação, 17, 2011Revista Lusófona de Educaçãoogy of content analysis, which includes outlin-ing a codification framework, the codification process itself, and the construction of frequen-cy tables for the content analysis.  The results indicate that 60% of teachers perceive changes in the curriculum. Activities involving literature were adopted as the most promotional activi-ties among teachers, followed by visual arts activities. 70% said there had been changes in the personal repertoire, particularly as a result of their experiences of visual arts and cultural presentations. 40% demonstrated a pedagogi-cal vision of the arts, and 60% conceived art as enjoyment.Keywords: Teacher Training; Culture; Esthetics; Art.The consolidation of Education and Vocational Training in Secondary School in the last fifty years in Portugal.Maria de Fátima Cerqueira & Alcina Manuela  de Oliveira MartinsOver the last five decades we have witnessed the growing of the vocational education in the Portuguese education system. Vocational Edu-cation in Secondary Schools has become a fact, with the last reform of the curriculum in sec-ondary education allowing a big development, due, in part, to the increasing importance and consolidation in the context of educational ac-tion. The demand for education, namely of  technical and professional characteristics, has become more intense since the Sixties – it is the phase where the theory of human capital becomes the dominant model in international education systems, focusing on the correlation between investment in education and expansion of the economy, with major consequences in Portu-gal, which is materialized in 1973, with the Veiga Simão Reform, who takes a decisive step to establish a program to modernize the Portu-guese education system, centralizing the role of vocational training in the education system. This reform was interrupted with the fall of the political regime that followed the 25 of April, 1974 and business and technical education was extinct, with an educational policy supported on democratic principles that framed the school and its organizational culture.  In the 80’s the political speech is again back to being strongly influenced by the ideology of human resources, making the vocational training an element of educational policy in Portugal. This characteris-tic  is accentuated over the decades that follow, reflecting on the various reforms of the educa-tional policies that, however, arise, culminating in the Reform of Secondary Education in 2004 witch objectives totally assume, in an expres-sion never seen until then, the importance of vocational training.Keywords: education and training, educational reform, qualifying and vocational trainingSelf-development competences and PBL in an accounting course: students, tutors, graduates and employers’ perspectivesMargarida M. Pinheiro*, Cláudia S. Sarrico**        & Rui A. SantiagoIn this work we intend to query the role of a PBL-type methodology in the development of personal competences in the students, and to assess whether the methodology improves the competences of PBL-type graduates when com-pared to non-PBL graduates, and to approach the role of the methodology at the level of the personal competences in the construction of the profile of a graduate for the third millen-nium.  Having as a point of departure the case study of a vocational higher education institu-tion, we have used the interview technique with academic staff and employers, and the questionnaire technique with the rest of the participants.  The results obtained in relation to the students, graduates, and employers led us to support that PBL methodologies contribute to the development of personal competences, essentially at the level of the use of resources and the building of knowledge.  Additionally, it seems that we can support the possibility of including in the existing theories the logic of entrepreneurship, motivated by PBL-type meth-odologies.  In the employers we detect a per-sistent tendency of not recognizing the meth-Revista Lusófona de Educação 223Abstractsodology as being directly responsible for the improvement of personal competences in the graduates, with the exception of the valuation of more consistent basis for action and more confident attitudes.  The work also reflects on the problem of identifying the competences necessary for a multifaceted labour market based on concrete studies and results.  Keywords: higher education; PBL; accounting; self-development competences.Analysis of Satisfaction and Motivation of Academic Staff in Portuguese Higher EducationMaria de Lourdes Machado, Virgílio Meira Soares, Rui Brites José Brites Ferreira, Odília Gouveia & Minoo FarhangmehrThe academic staff is a key resource within high-er education institutions and therefore it has a major role in achieving the objectives of the institution. Job satisfaction is important in re-vitalizing staff motivation and in keeping their enthusiasm alive. The literature reveals that the concept of job satisfaction is composed of a complex set of variables that interact in myriad ways. Naive and simplistic explanations of job satisfaction abound in all sectors. The most typ-ical is the mistaken belief that pay incentives alone will create effective levels of motivation and thus, overall job satisfaction. There are intrinsic variables related to personal growth and development, and extrinsic factors associ-ated with safety in the workplace. There is also ample and somewhat obvious evidence that job satisfaction is related to employee motivation. Although several studies have been performed worldwide, very little is known in the context of higher education in Portugal on this issue. This paper presents an ongoing study in Portugal - PTDC/ESC/67784/2006 – An Examination of Ac-ademic Job Satisfaction and Motivation in Por-tuguese Higher Education (ESMAESP), funded by the Foundation for Science and Technology, which aims to identify factors that relate with satisfaction and motivation of academic staff.Keywords: job satisfaction; motivation; academic staff; higher education.

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