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The Journal of the Faculty of Arts: History has published issue 2 of volume 13 of the IV Series, which addresses the theme of history education. The issue includes articles discussing students' understanding of the Carnation Revolution in Portugal, the presence of democratic consciousness in the curriculum of Spanish history, the approach to sensitive topics such as colonialism and colonial war in Portuguese classrooms, educational policies in Portugal at the beginning of the 20th century, the manipulation of historical narrative in history textbooks during Iberian dictatorships, the application of Reconstructivist Didactics of History in higher education, the evolution of the concepts of homeland and patriotism during liberalism in Portugal, and the importance of citrus farming in the Portuguese agricultural economy. The journal also includes book reviews on the Order of the Temple and the Order of Christ in the 16th century, and on sustainability as an ethical principle. The Library of the Faculty of Arts at the University of Porto received thanks for the ongoing support provided to the History Journal. The research team, composed of Carla Sequeira, Maria João Oliveira Silva, and Sara Pinto, was also recognized for their tireless coordination work among those involved in the production of the journal. Director Maria Cristina Cunha and the coordination team of the thematic dossier, Cláudia Pinto Ribeiro, Helena Vieira, and Pedro Teixeira Pereira, were also mentioned. [Extracted from the article]

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A controversial and difficult discussion topic in the context of generational dialogue in Portugal, the visions of the New State as a political regime continue to be disparate and based on the duality between «good» and «evil». Functioning as a way of transmitting ideology and values, History textbooks play an important role in the way this regime is understood by the new generations. How textbooks contribute to a critical position on this political regime is the central issue of this paper. [ABSTRACT FROM AUTHOR]

This article is based on the theoretical framework developed within a research project on the construction of Eurocentrism and, more specifically, on the analysis of Portuguese history textbooks. We propose that the textbooks’ master narrative constitutes a power-evasive discourse on history, which naturalizes core processes such as colonialism, slavery and racism. Showing the limits of an approach that merely proposes the compensation or rectification of (mis)representations, we argue for the need to unbind the debate on Eurocentrism from a perspective that fails to make problematic the ‘very idea of Europe’. Accordingly, our analysis of Portuguese history textbooks focuses on three core narrative devices: (1) the chronopolitics of representation; (2) the paradigm of the (democratic) national state; and (3) the definitive bond between concepts and historical processes. [ABSTRACT FROM PUBLISHER]

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]

Copyright of Estudos de Sociologia is the property of Universidade Estadual Paulista and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this thesis is to size the relevance of Brazil towards self-defensives and self-advertisement strategies of the Portuguese Empire between 1880 and 1960. However, these devices transcended mere symbolism since the goal was to accomplish practical deals within the Portuguese-Brazilian affairs of state over these years. Mindful of that, the first step of our investigation was to analyse the participation of the Brazilian authorities in the Portuguese civic celebrations and vice versa. Based on such analysis, it was possible to detect the result of the intrinsic Portuguese-Brazilian fraternity manifestations which, eventually, strengthened the core of their diplomatic relationship in different intensities. On the other hand, it was quite clear to perceive the Portuguese intensification on portraying an idyllic Brazil, exactly during the more challenging historic contexts for the survival of the Lusitan Empire. It explains the apotheotic participation of Brazilian President Juscelino Kubitscheck during the celebration of the fifth century of Infante D. Henrique's death in 1960. Exactly, when the Portuguese colonialism faced both internal and external pressures, such as The United Nations's advocacy for the right of self determination of peoples, besides the threats of Capitalist and Socialist blocs, both competing for the African and Asian territories under the Portuguese domain. In a second moment, the criticism of the Portuguese school literature produced between 1880 and 1960 also revealed the same approach towards the ex South American colony, always mentioned in a more or less effusive way, depending to political and historical conjunctures of the Lusitan Empire. Anyway, the language of the textbooks and their content, utilized throughout the years of schooling, was way more effective at the diffusion of an allegorical image of Brazil. By this point of view, we feel safe to admit that the lessons of the scholar textbooks about the ex-colony outlasted the ephemeral traits of those civic celebrations. Moreover, a deeper analysis on the teachings about the old South American colony, as displayed by the Portuguese school literature, became quite crucial so that we understand both their paradigmatic depiction, as much as the purposeful silence that has made up the map on the strategic evocation of the "Portuguese America". Finally, full exploration of civic celebrations alongside textbooks to the average duration of the late nineteenth to mid -twentieth century offers us a complementary view of symbolic uses of the image of Brazil constantly explored as a paradigm of the civilizing talents of the Lusitan Empire. [ABSTRACT FROM AUTHOR]