IE - GIPAE - Artigos em Revistas Internacionais
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- Contributos para uma agenda de investigação sobre a filantropia na regulação da educaçãoPublication . Viseu, SofiaEste artigo visa apresentar contributos para uma agenda de investigação sobre a filantropia na educação, considerando a reduzida presença artigos em língua portuguesa em bases de indexação de periódicos científicos versando sobre o tópico. O interesse desta agenda de investigação decorre da consolidação e intensificação da intervenção de fundações filantrópicas em educação em nível global, assim como pelas alterações nos seus modos tradicionais de atuação e intervenção. Neste cenário, e partindo do conhecimento já disponível sobre o tópico, o artigo argumenta que o estudo da filantropia na educação é um bom analisador das alterações dos modos de regulação da educação. Essas alterações incluem a ampliação da participação de atores não estatais nas políticas educativas que, recorrendo ao conhecimento como fonte de influência, introduzem e legitimam novos discursos sobre o governo da educação.
- Education governance, philanthropy and knowledge brokering: The case of a digital education programme by a private foundation in PortugalPublication . Viseu, Sofia; Martins, Erika; Carvalho, Luís MiguelThis article focuses how philanthropy leverages knowledge brokering to promote the digitalisation of education and expand its influence on education governance. It presents an empirical study of a digital education programme launched in Portugal in 2020 by a private foundation. Through document analysis and an interview, the findings reveal that knowledge brokering enabled the foundation to bring together actors from different social worlds to conceive, legitimise and deliver the programme in public schools. Furthermore, knowledge brokering created new policy spaces that amplified the foundation’s role in educational governance, positioning Ed-Tech as a new topology for educational delivery.
- Philanthropy Enactment in Portuguese Public Schools: The Case of a Program on Digital Education by a Private FoundationPublication . Martins, Erika; Viseu, SofiaThis article focuses on how public schools interpret, translate, and contextualize programs delivered by private foundations in a “philanthropy enactment” process. To this end, it presents an empirical study focused on the interpretations of school actors from Portuguese public schools regarding a digital education program promoted by a tech-communication private foundation. Through document analysis and interviews, the data reveal a growing normalization of private actors’ involvement in these institutions. School actors are shown to increasingly welcome ready-to-use philanthropic programs, prioritizing support that helps them address their problems and achieve their objectives, irrespective of the provider’s identity. Despite this pragmatic approach, which limits critical reflection on the effects of private foundations within their institutions, the interviews reveal that philanthropy enactment is not merely passive. School actors exhibit a range of perspectives on philanthropic interventions, shaped by the specific challenges they encounter and the solutions they pursue.
- Editorial: Education and innovative perspectives in higher educationPublication . Rodrigues, Ana LuísaGlobalization, digitalization, and a rapid technological development of many areas of life and society, bring humanity to another level of development. Changes in the educational organizations are inevitable and the university must meet new requirements in a new paradigm (Gafurov et al., 2020). This Research Topic “Education and Innovative Perspectives in Higher Education” invited the submission of articles on: globalization effects; impact of education on development and new challenges in the higher education area; generic, soft, and transversal skills and global citizenship education; entrepreneurship education and innovation in educational institutions; new pedagogical and didactic developments, including learning, assessment and teaching methodologies and models, as active learning and flipped classroom; and technological issues in education, as distance education, technologyenhanced learning, technological skills, and digital platforms. This edition had 70 submissions of which 23 articles were accepted for publication by 74 authors from different countries.
- Early Career Academic’s Associations: A Study of Resistance and Empowerment on Social MediaPublication . Mula-Falcón, Javier; Viseu, Sofia; Silva, Rui DaThe current Spanish higher education landscape (characterized by evaluations, overcrowding of classrooms, commitment to internationalization) has social, employment, and health repercussions for Early Career Academics (ECAs). However, this group of academics is often described as passive subjects when it comes to challenging the current situation in higher education. In this study, we sought to understand the attitudes of resistance and criticism in ECAs by analyzing the activity (through NodeXL) and content (through Nvivo12) of the Twitter accounts of two Spanish ECA associations. Twitter (now X) was selected since social media has emerged as a new form of social empowerment and democratization. It is concluded that there are attitudes of resistance among the accounts analyzed. However, for ECAs, criticism of the evaluation system and emphasis on scientific production is relegated to the background, with criticism of their working conditions taking priority. Finally, we highlight the significant and impactful role of associations in social and political struggles.
- A Nova Gestão Pública no Contexto da Formação Continuada de Professores: o Caso do Mestrado Nacional Profissional em Ensino de FísicaPublication . Rebeque, Paulo Vinícius; Ostermann, Fernanda; Viseu, SofiaNeste artigo analisamos os processos de criação e expansão dos Mestrados Profissionais em Ensino, cursos stricto sensu de formação continuada de professores, no contexto da Nova Gestão Pública. Em especial, tecemos investigações sobre o Mestrado Nacional Profissional em Ensino de Física criado em 2013 sob coordenação da Sociedade Brasileira de Física. Com isso, colocamos em evidência a organização administrativa e as práticas pedagógicas pré-determinadas do Mestrado Profissional e seu alinhamento aos princípios da Nova Gestão Pública, isto é, da adoção de uma lógica empresarial para a formação continuada de professores. Por fim, com base nos números referentes ao êxito acadêmico das três primeiras turmas, tecemos reflexões, por um lado, sobre o alcance da formação em larga escala que este programa tem atingido e, por outro lado, sobre possíveis caminhos de abertura administrativa não necessariamente alinhada à nova gestão pública.
- New philanthropy in education in Portugal: fabricating social inclusion as policy, knowledge and practicePublication . Carvalho, Luís Miguel; Viseu, SofiaThis paper addresses the ways through which new philanthropy in education is being enacted in Portugal, focusing on one of its significant imaginaries: social inclusion. We analyse EPIS (Entrepreneurs for Social Inclusion), a top association dedicated to corporate philanthropy with a growing presence in the education system. Drawing on Popkewitz’s concept of fabrication, it examines EPIS’ programmes and deliverables as technologies that constitute social inclusion as an object of policy, knowledge and practice, targeting students (transforming ‘at-risk’ students into entrepreneurs), teachers and schools (transforming their cultures to become performance-oriented), and the relationship between State and non-State actors (fostering the State’s adoption of a rule-following role, dependent on knowledge generated by non-State actors). This paper suggests that new philanthropies’ social inclusion imaginary enacts a system of reason that promulgates results-oriented and evidence-based approaches to educational policy and knowledge.
- Uma Análise Sobre a Produção Acadêmica da Primeira Turma do Mestrado Nacional Profissional em Ensino de FísicaPublication . Rebeque, Paulo Vinícius; Ostermann, Fernanda; Viseu, SofiaO programa de Mestrado Nacional Profissional em Ensino de Física (MNPEF) teve início no ano de 2013 com 21 polos regionais. Seguindo as características de um curso de Mestrado Profissional em Ensino (MPE), o modelo de trabalho de conclusão de curso para o MNPEF consiste no desenvolvimento de um produto educacional e uma dissertação. Nessa perspectiva, com base nos contributos teóricos da Sociologia da Ação Pública e da Filosofia da Linguagem de Bakhtin, tivemos como objeto de investigação os 230 trabalhos de conclusão oriundos da primeira turma do MNPEF. Encontramos em nossa análise elementos intrínsecos relativos ao conteúdo temático destes enunciados: cerne da proposta didática, referencial (is) teórico (s) adotado (s), conteúdos de Física e público de aplicação do produto educacional. Com isso, foi possível identificarmos um formato característico para os enunciados analisados, o que nos indica a influência do meio acadêmico em geral (estrutura composicional e estilo de linguagem) e do contexto normativo do MNPEF em específico (conteúdo temático) no processo de elaboração para os trabalhos de conclusão. Entretanto, convém destacarmos que há trabalhos que não necessariamente seguem as tendências acadêmicas, sobretudo por dialogarem com a realidade escolar externa ao MNPEF.
- Introduction to the special issue ‘Return of the nation: Education in an era of rising nationalism and populism’Publication . Piattoeva, Nelli; Viseu, Sofia; Wirthová, JitkaThis Special Issue of the European Educational Research Journal (Special Issue) contributes to the ongoing debate on the relationship between education, nationalism and populism to enhance scholarly understanding of the construction and maintenance of nationalism. The special issue consists in total of six original articles that cover different sources, spaces and forms of nationalism: banal and virulent, strategic and habitual, reproduced by state actors and power elites versus individuals or groups who echo, subvert or extend the official narratives and nationalism as both nested in topographical spaces as well as in topological relations. It foregrounds the specificity of nationalism as a discursive-material-affective practice that unfolds contextually. The articles highlight, for instance, the relationships between nationalism and other `isms’ (populism, religious conservatism and authoritarianism) and the evolving processes such as climate emergency, improving recognition of indigenous rights, ambiguous expertisation or ubiquitous digitalisation. Overall, for the sociologies of education, the special issue highlights the importance of exploring both how education reproduces nationalism and how nationalism (as a strategy, practice, discourse, place-building and position-legitimating or affect) intervenes in and takes advantage of education.
- Entrepreneurship Education pedagogical approaches in higher EducationPublication . Rodrigues, Ana LuísaEntrepreneurship education, as an emerging scientific field, has undergone significant evolution at the conceptual and praxis levels. The concept of entrepreneurship was considered from a broad perspective as the capacity to act upon opportunities and ideas, thereby creating social, cultural, or financial value in diverse contexts. The study and cultivation of this competence are highly relevant to enhancing employability and equipping young people with the skills, knowledge, and attitudes necessary within an entrepreneurial culture for the exercise of active citizenship. This study aims to consolidate the concept and analyse the pedagogical approaches in entrepreneurship education, particularly focusing on experiential learning. It also explores the most frequently used instructional methods in higher education programmes. The research is based on a comprehensive literature review, complemented by a case study of the entrepreneurship education programme implemented at the University of Lisbon, in Portugal, enriched by data collected from one of its curricular units. Experiential learning emerges as a valid approach in entrepreneurship teaching, especially when teachers effectively combine practical experience with theory while learners assume the shared responsibility of learning from experience. As the most recommended instructional methods, one can point to collaborative pedagogical models, namely problem-based learning, project-based learning, peer assessment, design thinking, formative feedback, service learning, and active methodologies that integrate digital technologies.