RCAAP Repository

Toe Portuguese "Beiras" constitute an almost unavoidable transit area between Portugal' s northern and south-central regions on one hand and the SpanishNorthern Meseta on the other. Thus, in differenthistorical moments (in the widest sense), it functions as a connecting plate between those regions, whose study is fundamental to the understanding of the interregional interaction and integration processes that are going on. Toe work that has been done regionally during the last two decades allows us to debate some questions regarding the role of power symbolism in the origins and development of local Late Bronze Age communities (Grupo Baiões/Santa Luzia) and their interaction with contemporary "culture groups" from the surrounding areas as well as with the Atlantic and Mediterranean commerce networks of the late second and early first millennia BC. We argue that the adoption and displaying of "foreign symbols of power" are some of the mechanisms responsible for the establishment and enforcing of local elites in an economic network that - we as well argue - is structured as a "wealth finance" system.

Available research on teachers’ education is rich and diverse. In this paper, an overview of main relevant literature in the fields of teachers’ training and curriculum development is presented, also discussing the representations that it reflects of the understanding of higher education teachers for the training of teachers of Music in Portugal: Which role is attributed to the higher education teacher in organizing curriculum and teaching for students of Music? Which are their predominant perceptions about the required knowledge for those students and the ways to construct and mobilize it in the future teachers? The confrontation of data of empirical research with reviewed literature, within a doctoral program of Portuguese Catholic University, indicate the need for training institutions to reinforce in their programs for future teachers of Music, the reflection and promotion of a broader view of professional knowledge of teachers and the specificity of teaching profession.

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In the last few years, several studies have been dealing with the complex dynamic that, in sub-Saharan Africa, relates girls’ school dropout and ignition rituals. Scientific research often explores these elements by integrating the topic of early pregnancy/maternity into the discussions. However, the connection between those dimensions is not clear and more information is needed. As far as we know, in Angola there has been no research exploring perspectives about schooling and school dropout and about experience of initiation rituals (efundula) in young mothers who dropped out of school, whose pregnancy/maternity happened under 18 years of age, after efundula. Our study seeks a first contribution in deepening knowledge in this area, giving voice to the young girls and exploring the meanings that emerge from their experience in relation with efundula, school life and school dropout. The group of participants consists of 10 initiated mothers, aged 16 to 18, who don’t attend school. A qualitative approach was employed. After informed consent, semi-structured in-depth interviews were conducted. Interviews were audio recorded and later verbatim transcribed. Data was then analyzed using a semi-inductive approach supported by qualitative data analysis software Nvivo. Part of the participants stated that it was not their decision to participate in Efundula, but they understood its role as “tradition”. School experience is described positively valuing different aspects. Dropout is often described as directly related to pregnancy/maternity, but not to efundula. Direct relation between efundula and pregnancy/maternity is underlying. Most participants report that they do not intend to go back to school. Results point to the need to know more about girls’ school dropout in order to intervene/prevent possible individual and social negative consequences.

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The objective of this study is to analyze the constitutive traits of the teaching profession to achieve the social quality of basic education. The research, whose theoretical framework, is based on the qualitative approach, with theoretical dialectical reference, uses as methodology of empirical data analysis Stephen Ball’s (1992) Policy Cylce Approach. The empirical research was carried out through the participation, through questionnaires, of 242 scholarship holders of Area Coordination, Supervision and Initiation to Teaching Institutional Program of Initiation to Teaching Grants (PIBID). The thesis of the doctorate in education has allowed us to conclude that professionalism for the social quality of basic education requires the daily practice of dialogue between theory and practice, in which scientific, pedagogical and technological knowledge is intentionally promoted as a way of teaching, Coexistence and professional support among teachers more experienced with the beginners. Thus, the assumptions of teacher education policies must ensure the professional valuation and the guarantee of a fair school for all, without giving way to the conception of mercantile education, in which the qualitative results prevail, parameterized by performance indexes.

Integrated in 1996 in the National Education system as a stage of Brazilian Basic Education, early childhood education takes place in daycare and preschools, depending on the child age. Many of these institutions are integrated in the municipal teaching systems. This article aims at contributing to the knowledge about pedagogical management in Early Childhood Education, focusing on the perspective of teachers from a daycare on the work of the pedagogical coordinator and their articulation with the pedagogical practices developed by them. The research developed is of a qualitative nature and uses documentary analysis, participant observation and interviews with the pedagogical coordinator and four teachers. The data collected accounts for a coordination centered on day-to-day management focused on administrative tasks, supporting the daycare operation, in aspects such as food and safety, and communication with families. Regarding the coordination of the pedagogical work carried out by the teachers, the pedagogical coordinator prepares the monthly planning, without participating in its implementation, but helping those teachers that seek support. The pedagogical coordination is perceived by the teachers as non-communicative and does not promote professional learning in peer interaction.

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Fast growing changes in the political, economic and social spheres are occurring across several regions of the world, and Mozambique is no exception. These changes pose new challenges to higher education and, in particular, to higher military education, which should contribute to this development, namely, in the Military Academy curriculum and the development of command and leadership skills of its graduates. This paper presents a study developed in the context of the PhD in Educational Sciences, in the area of Curricular Studies and Pedagogical Supervision. This study aims at identifying the perceptions of military leaders of and graduates by the Military Academy Marechal Samora Machel on how the skills of command and leadership of troops are developed, and the articulation they establish between initial training and the exercise of those in the field of professional action. It is an exploratory study that starts from the phenomenological-interpretative paradigm and privileges a qualitative approach, resorting to documentary research, semi-structured interviews with military leaders selected for convenience, and two focus groups with graduates of that Academy. All of the presented results, point to new facts and dimensions to be introduced in the curriculum.

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