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OP.Edu at the Aljube Museum – Resistência e Liberdade


The first Colloquium of the Cycle April 25 50 Years: Looking into the Past, Thinking about the Future took place on October 27. Hosted by the Aljube Museum – Resistance and Freedom and directed by Inês Vieira, in this first meeting we talked about Experiences of Popular Education: The Education and Culture Study Center (C.E.E.E.C., Porto) with José Ferreira, a member of the C.E.E.C. during the democratic transition period.

The talk was about the origin of the C.E.E.C. and its restructuring after the April Revolution, the proposals that guided this organization, the discussions and achievements, especially in terms of educational proposals, the involvement in residents’ and workers’ committees, the impact of the 25th of November 1975, and the end of the Center. José Ferreira’s memories were illustrated by posters, stickers, bulletins, C.E.E.C. newspapers, news articles and educational reflections from this organization. This documentation was collected by José Ferreira himself at the Ephemera archive, the Biblioteca Pública Municipal do Porto (Porto Municipal Public Library), the Arquivo Municipal Sophia Mello Breyner (Sophia de Mello Breyner Municipal Archive, Vila Nova de Gaia) and the Hemeroteca Municipal de Lisboa (Lisbon Periodicals Municipal Library), in dialogue with other elements that were active at the C.E.E.C..

The event was attended by the directors of the Aljube Museum, CeiED and Op.Edu, as well as researchers and students (BSc in Social Education, Lusófona University), and with the support of Henrique Godoy (PhD student in Sociomuseology, Lusófona University and a researcher at CeiED) in the organization.

Research project RePeME awarded at the 3rd edition of the Contest Excellence in Research


The project And after the pandemic? Recovery, continuities and changes in basic education (ISCED 1) in Portugal (RePeME) achieved the 3rd place, and granted funding for the development of its activities, in the Contest Excellence in Research – Program FAZER + to Support Science and Innovation, with the jury highlighting its relevance, interdisciplinary character and scientific quality.

RePeME aims to contribute to the build-up of rigorous knowledge about the post-pandemic changes introduced in Portuguese schools of first cycle (the first four years of schooling – grades one to four) and the second cycle (the next two years – grades five and six) of basic education (ISCED 1).

The research will be developed around three main axes aiming at:

  1. to understand ways of apprehension – and strategies for mitigation – of school inequalities in a post-pandemic context;
  2. to identify opportunities for teachers’ professional development, as well as, the appropriate working conditions to ensure their well-being and mental health;
  3. to identify and analyze measures and actions implemented for the recovery and/or consolidation of learning, the monitoring of students and dropout prevention, and the evaluation of their learning outcomes.

As relevant innovation factors of the project, the following stand out: the development of a Barometer for data collection that allows regular monitoring, on a national scale, of the post-pandemic transformations in Portuguese primary schools, and its alignment towards the strengthening of cooperative and interdisciplinary work, backed up by the team’s skills in public policy, analysis and intervention in education, sociology of education, communication and technology, and health and psychology.

A team that will be strengthened with the participation of students from the Doctoral programs in Education and Communication Sciences, and which includes the researchers Ana António (ESEL-IPLUSO, CeiED-OP.Edu), Conceição Costa (Lusófona University, CICANT), Inês Vieira (Lusófona University, CeiED-OP. Edu), José Viegas Brás (Universidade Lusófona, ESEL-IPLUSO, CeiED), Maria Neves Gonçalves (ESEL-IPLUSO, CeiED), Paulo Sargento (ERISA-IPLUSO, CEAD, NICiTeS), Teresa Teixeira Lopo (Principal Investigator; CeiED-OP.Edu), and the consultants Daniel Bart (University of Lille, CIREL) and Filippo Pirone (University of Paris-Est Créteil, LIPHA).

April 25 50 Years: Looking into the Past, Thinking about the Future | Experiences of Popular Education: The Centre of Studies on Education and Culture (C.E.E.C., Porto) | 27 October – 3:00 PM


The first Colloquium of the Cycle April 25 50 Years: Looking into the Past, Thinking about the Future will take place on October 27, at 3:00 PM, at the Aljube Museum – Resistência e Liberdade, under the theme Experiences of Popular Education: The Centre of Studies Education and Culture (C.E.E.C., Porto).

The period of democratic transition in Portugal, particularly between 25 April 1974 and 25 November 1975, was marked by a strong perception of utopian experience that included the educational field. In order to deepen the democratic process, it was necessary to develop various forms of participation, namely through the education of adults, enhancing their greater involvement in the new political life of the country. In this sense, besides initiatives of a more state-oriented nature, various experiences of popular education with local organisation were developed, promoted by neighbourhood committees, workers’ committees and other associative organisations with a focus on the cultural field.

In this Colloquium, hosted by Inês Vieira, we will discuss one of these experiences, the Centre Centre of Studies Education and Culture (C.E.E.C.), which operated in Porto during the democratic transition period. In addition to the available documentation on the C.E.E.C. (the Centre’s bulletins and newspaper, press articles), José Ferreira will share memories of his experience as an active member of the C.E.E.C. during its operation, situating literacy initiatives in the set of local activities and dynamics of this organisation, from cultural animation of residents’ committees to actions in the struggle for housing and occupations for the creation of socio-educational facilities.

Participation in the Colloquium is free, but limited to the availability of places and with prior registration at: https://forms.gle/4KDn9XjWmgaRZWMM7

Conference on Initial Training of Childhood Educators and Teachers gathers more than 200 participants

On September 23, 2022 took place the 1st National Conference on Initial Training of Childhood Educators and Teachers: Realities and Perspectives under Debate, open to a face-to-face and online audience and which brought together more than 200 participants.

The Conference, organised by OP.Edu – Observatory for Education and Training Policies, ESEL – School of Education of IPLUSO and IE – Institute of Education of Lusófona University, allowed for a informed and qualified debate and reflection around several themes, contrasting realities and perspectives, including the access to the profession, the study plans, and the initiation to the professional practice of childhood educators and teachers.

The Opening Session of the Conference included interventions from the Rector of the Lusófona University, Mário Caneva Moutinho, and from Teresa Teixeira Lopo and Ana Maria Seixas, co-directors of OP.Edu. This was followed by interventions, divided into several Panels, by António Teodoro, Director of CeiED – Centre for Interdisciplinary Studies in Education and Development and of the Institute of Education of Lusófona University, Assunção Flores, from the Institute of Education of the University of Minho, Carlos Ceia, from the Faculty of Social and Human Sciences of the NOVA University, Dalila Lino, from the School of Education of the IPL – Polytechnic of Lisbon, Ernesto Candeias Martins, from the School of Education of the Castelo Branco Polytechnic Institute, Joaquim Escola, from the School of Human and Social Sciences of the University of Trás-os-Montes and Alto Douro, Maria João Cardona, from the School of Education of the Santarém Polytechnic Institute, Maria João Mogarro, from the Institute of Education of the University of Lisbon and also Vítor Duarte Teodoro, from the Institute of Education of the Lusófona University.

Sílvia Berény, from OSMOPE – Social Organisation of the Movement of Educational Bridges, Elizabete Eufémia, from the Tempos Brilhantes Association and Conceição Ramos, from Maria Amália Vaz de Carvalho Secondary School, as well as former students Ana Lima and Leonor Teixeira da Rocha from the Master’s Degree in Pre-school Education and Primary School Teaching, and Viviana Rodrigues, from the Master’s degree in Teaching Visual Arts in the 3rd Cycle of Basic Education and Secondary Education, that spoke about their recent experiences of transition and entry into the teaching profession.

The presentations had the skilled moderation of CeiED and OP.Edu researchers Ana Paula Gomes, Arlinda Cabral, Clara Craveiro, Constança Vasconcelos, Inês Vieira, Isabel Sanches, João Filipe Matos, João Gouveia, Maria Neves Gonçalves, and Nuno Mantas.

In partnership with the António Sérgio Training Centre, this conference was certified as a Short Duration Training Action (ACD), under Order 5741/2015 of 29 May, for the purposes of progression in the teaching career of childhood educators, primary and secondary school teachers, and special education teachers.

The proposal presented by António Teodoro at the Closing Session – A new social contract for the initial training of teachers – will soon be made available for public view.

Who are the international students in Portugal?


Who are the international students in Portugal? To find answers, we suggest reading the following article by researchers Cristina Sin and Orlanda Tavares:

Sin, C., Tavares, O., Aguiar, J., & Amaral, A. (2022). More students and more diverse: new trends in international mobility to Portugal. Tertiary Education and Management. https://doi.org/10.1007/s11233-022-09090-y

This work was preceded by another recent publication reporting on the different profiles of international students enrolled in Portuguese higher education institutions:

Sin, C., Tavares, O., Aguiar, J., Biscaia, R., & Amaral, A. (2021). International students in Portuguese higher education: Who are they and what are their choices? Studies in Higher Education, 1-14. https://doi.org/10.1080/03075079.2021.1916907

Images credits:  Pixabay and Unsplash