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This article seeks to answer a very concrete question: should .Military History be taught at university? It is, first and foremost, about contextualising the evolution of this field of studies in recent decades, in order to ascertain its scientific dignity. Then, based on the experience registered at three of the main Portuguese universities (especially in Coimbra) since the turn of the millennium, it seeks to present the most important arguments for the inclusion of Military History in the undergraduate curricula. Finally, this paper evokes a set of circumstances that, in Portugal but also in Spain, have made this area of teaching and research very appealing. [ABSTRACT FROM AUTHOR]

The relationship between Islam and Portugal is intimately tied to processes of national formation and diverse in terms of the key protagonists, historical periods, and political conjunctures that it evokes – hence it is particularly suited for the contextualised study of Islamophobia. Drawing on a larger European study, and specifically on discourse analysis and empirical research on the Portuguese context, this article examines, on the one hand, narratives on Muslims and Islam circulating in the academic literature and in cyberspace (2000–20); on the other, different expressions of Islamophobia – individual and institutional (Sayyid 2014a): i) a case of mosque vandalism and practices of media reporting; ii) concerns regarding educational equality raised by research participants, namely regarding school organisation and history teaching. Engaging with the intrinsic instability of the category Muslim – across historical junctures, political contexts, and academic disciplines – this article calls for an engagement with Islamophobia beyond the national register (Vakil 2010), revealing how the wider circulation of public discourse and interventions constrains the possibility of articulating Muslim political subjectivities. [ABSTRACT FROM AUTHOR]

This article aims to analyse critically and based on literature review, empirical studies, current legislation, and normative documents, how the teaching of history is structured in Portugal and the changes that have taken place in recent decades. A brief description and contextualization of how the Portuguese educational system is carried out, how it is structured, the levels of schooling in which History is taught, the time allocated to this subject area, compared to other areas of the Curriculum, as well as the current normative documents governing the teaching of History in Portugal. From the guiding documents, the contents of History are analysed according to the educational levels, what is the weight of the conceptual content in relation to the procedural and attitudinal ones, how heritage and citizenship are integrated in the history programs, the focus given to national history in relation to European and World History and what is the role of school textbooks and how the training of history teachers for the various teaching cycles is currently carried out. We conclude that the History programs still maintain a linear and chronological structure, with a strong focus on the History of Portugal, that is, a National History prevailing, although integrated in European and World History from the 3rd CEB onwards. Deep changes have emerged in the teaching of History in Portugal, operated by the curricular documents in force, by the renewal of textbooks in line with the new curricular guidelines and by a bet in the teacher training that privileges the continuous training and teaching by competences, in line with the 21st Century Education agenda (UNESCO). [ABSTRACT FROM AUTHOR]

History as a school subject, which has been considered according to some studies to be used for the transmission of political ideals, gathers the necessary prerequisites to promote society's laicization. Therefore, using the subject of history as an example, we aim to evaluate whether the current Portuguese teaching has developed a religious education that supports the legislation implemented one hundred years ago, which was designed to separate the state from the church. To do so we compared «Estado Novo» (period of society's laicization regression) and current History curriculums using as a source of information the manuals adopted in 1951 for the second cycle of secondary education and the most used manual in 2009 for the third cycle of basic education. This study allowed us to conclude that in 2009 the subject of history still did not present a religious education fully adapted to the current educational needs. [ABSTRACT FROM AUTHOR]