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The aim of this article is to analyze how the comprehension of oral texts and genres (with focus on the reportage) is currently taught in Portuguese secondary education, by comparing curricular documents and textbooks (10th grade). Following the theoretical and methodological assumptions of socio-discursive interactionism (notions of text and text genre; textual analysis model), the analysis will allow to conclude that, although the curricular documents conceive oral texts in a logic of "increasing complexity", in the textbooks, oral texts/genres tend to be seen as mere "materials" which are used to create entertaining activities or to establish intertextual relations with literary works. [ABSTRACT FROM AUTHOR]

Despite the long presence of migrant communities, Ireland was only transformed to a net-receiving immigration nation in 1996, and is currently experiencing net emigration in the wake of a sharp economic downturn. Debates about immigrant incorporation and educational responses are still at a relatively early stage. This study, which forms part of a larger project, set out to explore the role of schools and curricula in developing citizenship and the conception of Irish identity implicit therein. The article draws on citizenship curricula as well as some textbooks used in citizenship lessons. It argues that the curriculum at primary level emphasizes diversity and active citizenship in a plural society to a greater extent than the curriculum at secondary level. Moreover, there are discrepancies between the progressive rhetoric of policy documents and the content of textbooks and other curriculum material. This raises important questions of inclusivity in a still Catholic-dominated education system. [ABSTRACT FROM PUBLISHER]