O futuro do passado está nos ecrãs e o seu destino nas nossas mãos: análise coetânea sobre a integração do digital nos Mestrados em Ensino de História no 3º CEB e no ES

Considering that digital education is essential to prepare students to deal critically with the vast amount of information available today, History teachers play a central role in fostering critical thinking and historical analysis. Digital technology, due to its multimedia nature, can contribute to understanding the complexity of historical knowledge and to the development of critical skills, while also enabling direct engagement with digitised historical sources and, consequently, the democ...

Narratives of democracy: a comparative study of how Spain and Portugal teach their transitions

Transitions from dictatorship to democracy in Spain and Portugal reveal how schools confront authoritarian pasts and shape civic identities. Drawing on teachers' perspectives, this study compares curriculum focus, pedagogical strategies, and treatment of controversial issues. In Spain, the transition is taught superficially, limited by textbook dependency and idealised narratives of consensus. In Portugal, it benefits from stronger curricular integration and commemorative practices around the...

Generative artificial intelligence, teachers' digital competences and sustainable educational ecosystems: a comparative study in Portugal and Brazil

This paper examines the emergence of generative Artificial Intelligence and its increasing integration into educational processes, highlighting the significant impact this transformation has had on teaching practices. The rapid spread of these technologies has contributed to a reconfiguration of teaching and learning methods. It has also highlighted the need for teachers to develop specific digital skills, particularly regarding the critical, ethical and pedagogical use of Artificial Intellig...

Risk communication and policymaking: examining participation context, digital media, and scientific evidence

Risk communication may shape how risks are defined and addressed by policy. This study examines stakeholders' risk communication practices within participatory approaches to policymaking through a multiple-case study design, covering both top-down and bottom-up pathways. The study pursues three interrelated objectives: to examine the forms of knowledge through which stakeholders communicate risk, including lived experience, situated accounts of perceived risk, and judgments of policy feasibil...