FORM 1 – the Journal Educação, Sociedade & Culturas
Title of the Journal – Educação, Sociedade & Culturas (Education, Society and
Cultures)
Date of its creation - 1994
Editorial board –
Chief Editor - Helena C. Araújo, CIIE/FPCEUP,
Associate Editors - António Magalhães, CIPES/FPCEUP; Amélia
CIIE/FPCEUP; Isabel Menezes, CIIE/FPCEUP; Tiago Neves, CIIE/ FPCEUP.
Lopes,
Editorial Board
Aldaíza Sposati, Pontifícia Universidade Católica de São Paulo (PUC/SP) (Brazil)
Almerindo J. Afonso, IE - Universidade do Minho (Portugal)
Ana Maria Seixas, Universidade de Coimbra (Portugal)
Andy Hargreaves, Lynch School of Education - Boston College (USA)
António Nóvoa, IE – Universidade de Lisboa (Portugal)
Bernard Charlot, Universidade Federal de Sergipe (Brasil) & Université Paris 8
(France)
Carlinda Leite, CIIE – FPCEUP (Portugal)
Christopher Day, School of Education, Nottingham University (UK)
Claude Dubar, Laboratoire Printemps – Université de Versailles Saint-Quentin-enYvelines (France)
Fernanda Rodrigues, CIIE – FPCEUP (Portugal)
Guacira Lopes Louro, Universidade Federal do Rio Grande do Sul (UFRGS) (Brazil)
Guy Berger, Université Paris 8 (France)
João Barroso, IE – Universidade de Lisboa (Portugal)
José Alberto Correia, CIIE – FPCEUP (Portugal)
Gustavo Fischman, Arizona State University (USA)
Luiza Cortesão, CIIE – FPCEUP (Portugal)
Manuel Matos, CIIE – FPCEUP (Portugal)
Margarida L. Felgueiras, CIIE – FPCEUP (Portugal)
Maria Isabel da Cunha, Unisinos (Brazil)
Pedro Hespanha, CES – Universidade de Coimbra (Portugal)
Philipe Milburn, Laboratoire Printemps – Université de Versailles St. Quentin (France)
Roger Dale, Graduate School of Education – University of Bristol (UK)
Rui Canário, IE – Universidade de Lisboa (Portugal)
Susan Robertson, Graduate School of Education – University of Bristol (UK)
Xavier Bonal, Universidade Autónoma de Barcelona (Spain)
Address – Revista Educação, Sociedade e Culturas,
Centro de Investigação e Intervenção Educativas
/FPCEUP
Rua Alfredo Allen
w/n
4200-135 Porto/
Portugal
Site – www.fpce.up.pt/ciie
Periodicity – 3 issues per year
Printings - 500
Status - ESC is published by a Research Centre (Centro de Investigação e Intervenção
Educativas – Centre for Research and Intervention in Education) of Faculty of
Psychology and Education Sciences, University of Porto,
Goals and publication policy
ESC aims to contribute to Education Sciences by establishing and deepening the dialogue
between cultures and by convening different disciplinary approaches, mainly Sociology,
Anthropology, History, Politics, Social Psychology. Social and educational issues are
approached with an emphasis on the relationship between education and exclusion,
inequality and social injustice. It intends to be an international platform for educational
research and debate, in the context of contemporary processes involving globalisation,
changes in the relationship state and education, inter/multiculturalism, gender issues,
social and educational policies, welfare, citizenship and social rights, youth cultures,
participation and empowerment.
The journal’s editorial policy is based on blind peer-review (at least 2 referees) and
privileges consistent innovative theoretical approaches and renewed empirical
investigations. ESC publishes in 4 languages: Portuguese, English, French and Spanish.
Additionally, it also publishes relevant papers translated to Portuguese in its section
Archives.
Files in preparation for 2014-2015
Only some issues are published on specific themes. In 2013, two special issues on Health
Education and on Artistic Education are being published.
With respect to 2014-15, there are proposals for thematic issues on “Changing
Relationships between Knowledge and Education” and on “Broadening Citizenship:
Networking Local Authorities and NGOs in Education”.
Form 2
Possible exchanges and contribution to the development of a common analysis of the
situation.
Would the journal agree to participate in a system of exchanges that would enable
journals to progress in a common analysis of the situation? In concrete terms, the point
would be, once or twice a year, to highlight the publications and events (colloquia,
reports, etc) which mark a high point in the space of the journal, and to propose reports
which could be posted on the website or be taken up and translated in other journals.
Would the journal agree to coordinate its program planning with other journals so as to
exchange articles, even publish files in parallel? Have you got any suggestions regarding
the topics likely to get several journals working together?
ESC is very much willing to develop networking with other scientific education journals.
It is certainly a stimulant and very promising agenda for 2014-2015 as it allows to deepen
the dialogue between scientific and academic cultures, between disciplinary perspectives
and to promote the study of social and socio‐educational policies and practices. Youth
and children cultures in educational contexts, educational and social policies (including
higher education), curriculum and teacher education and identities, inter and multicultural
education, gender politics and education are themes of ESC’s interest .
In the last numbers, there have been papers focusing on European policies and new
public management in higher education, privatisation and marketization of childcare,
growing change towards sanctioning and the custody of juvenile deviance, citizenship
education for institutionalised young people and youth citizenship identities in different
European contexts.
The journal is certainly committed to make a contribution to a broader and critical debate
on European policies and education research. The role of education in the context of the
changing socio-economic conditions is considered a major issue. The editors of ESC are
very much interested in critically approaching the consequences of the political
assumption of education as a central economic factor for the development of societies.
These consequences can be seen at the political level (what are the characteristics of the
mandates that are being addressed to formal education), at the pedagogic level (what is
relevant knowledge to be taught?), at the educational level (how are the educational
categories reconfiguring – the teacher/instructional designer, the pupil/learner, the
classroom/www, etc.- and educational identities as well) and the social level marginalisation and exclusion of young people and other social and cultural groups. From
ESC’s perspective, these themes are of interest for collaborative editions between our
journals and we are willing to coordinate our planning with other journals by exchanging
articles, including parallel publishing. It would be a great challenge to ESC to participate
in such movement and innovativeness.