CEM: Culture(s), Education and Memory(s)

Presentation and Objectives

Thinking as remembrance evokes the idea of recovering the human past. We seek in the movement of duration to understand what lies between a before and an after. In this unnatural becoming, it is necessary to recover awareness of the cultural and civilisational reality. The culture where we are inserted exerts on us the action of making (in)civil, imprinting values that dignify the human making. This influence is exercised in time and in contexts where different powers and knowledge are manifested. Neither is culture static, nor is it inseparable from power relations. That is why education does not consist in transmitting culture in an abstract and mechanical way, regardless of how one wishes to value the human condition. We have to be aware of the power relations that are established in social relations throughout life, at school and outside school (formal and informal education), because they constitute different kinds of capital (cultural, symbolic, social and economic) that define positions and statuses. Education needs to be questioned, not only in its technical-didactic function, but also in its socialising function. In this sense we can say that it is important to analyse the intelligibility of the topography of knowledge and power. We need to build an analytical and critical memory that capitalises knowledge with what has been done. The knowledge that results from what we did in the past cannot be squandered. Knowledge of what is already known cannot be separated from knowledge of what is to be known. The historical thought is in the apprehension we make of the process, is in making the past become alive.

In this context, the objectives of the Nucleus Culture(s), Education and Memory(s) are

  1. To contribute to the duty of memory, seeking in the submerged silences the connection of the present-past, the continuous-discontinuous, tradition-innovation;
  2. To interpret in the place of memory the problematizing knowledge that enables the promotion of the critical consciousness of human making;
  3. Discuss the relationship between culture, education and memory in a multidisciplinary and interdisciplinary way;
  4. To produce new knowledge, privileging primary sources and archives little worked and commemorative periods and ephemerides;
  5. To develop interest for research in history of education at post-graduate level;
  6. To prepare new researchers.

The Centre is composed by researchers from CeiED, Portugal, Brazil and Angola, who work on this thematic in different approaches.

Compõem o Núcleo investigadores do CeiED, de Portugal, do Brasil e de Angola, que trabalham esta temática em diferentes abordagens.




  • Quinta. J.; Brás, J. & Gonçalves, M. N. (2019). A Formação de Professores em Angola: reflexões pós-coloniais. Revista Transversos 15, 31-46. DOI:10.12957/transversos.2019.41841. Available at: https://www.e-publicacoes.uerj.br/ojs/index.php/transversos/article/view/42032
  • Brás, J. & Gonçalves, N. (2019). Para uma política educativa que seja capaz de se pensar e renovar: os maiores de 23 Revista @mbienteeducação, 3 (12), 170-193.
  • Brás, J. & Gonçalves, N. (2019). Escola nova como um novo jogo de relações de saber-poder. In Ernesto Martins (Org.). António S. Faria de Vasconcelos nos meandros do movimento da escola nova: pioneiro da educação do futuro (pp.359-373). Castelo Branco: Edição da Camara Municipal de Castelo Branco.
  • Brás, J. V. & Gonçalves, M. N (2019). António Sérgio: O futuro do passado na revista. ELO26 Trajetos de autonomia; ideário e (re)construção, 10-13.
  • Brás, J. V. & Gonçalves, M. N (2020). Epifania cocriativa da cidadania–saúde no liberalismo Português (em processo de submissão)
  • Brás, J.V. (2020). Para uma descolonização epistémica da educação a partir da filosofia ubunto (em processo de submissão).

Book chapters

  • Brás, J. V. & Gonçalves, M. N (2019). A influência educativa belga como potência transformadora da realidade portuguesa In José María H.D. (Coord.). Influencias Belgas en la Educacion Española e Iberoamericana. (pp. 631-642). Salamanca: Ediciones Universidad de Salamanca.
  • Brás, J. & Gonçalves, M.N. (aceite para publicação 2020). O Poder da Razão no Imaginário Educativo da Revolução Liberal: a sacralização do cidadão. CHIELA, 2020.

Reviews (by invitation)

  • Influencias suizas en la educacion spanoal Iberoamerica (coord). José Maria Hernández Diaz – Revue Relations internationals.
  • Construire la paix par l’éducation: réseaux et mouvements internationaux au XX e siècle, de Rita Hofstetter, Joëlle Droux, Michel Christian (éd.)

Participation in scientific events


Member of the organizing committee of the XIV Iberoamerican Congress on History of Education. Revolution, Modernity and Memory. Paths of the History of Education. Lisbon, 20-23 July 2020 – has been postponed and no new date has been decided yet)

Panel presentations

XI Iberian Congress of African Studies: African transits in the global world: History and memories, inheritances and innovations.

Participation in Panel 25 A função coletiva e social da educação na África Lusófona e em Portugal – Perspetivas históricas e contemporâneas da formação de professores” with a paper entitled Regulação e inovação da formação inicial de professores em Portugal e Angola (paper already accepted)

Presentation of Working Groups

III Lusophone Congress of Science of Religions. “Religion, Ecology and Nature.” 31 January to 5 February 2020 – WG 31. The body as ecology of knowledges (GT Coordination)

CONLAB – Participation in the Working Group – Languages, Identity, Discourse and Power with a paper entitled – The discursive imaginaries of the Portuguese language in the pedagogical press (CONLAB) (paper already accepted)

Presentation of Communications

  • Brás, J. V. & Gonçalves, M. N & Quinta, J. (2019). O papel do estado na configuração da formação inicial de professores em Portugal e Angola (Congresso Internacional da Profissionalidade docente, ULHT, Set 2019)
  • Brás, J. V. & Gonçalves, M. N. (2020). O corpo como ordem temporal na cidade panteísta. III Gongresso Lusófono de Ciência das Religiões, ULHT, 31Jan/5 Fev., de 2020)
  • Gonçalves, M. N & Brás, J. V. (2020). O Liberalismo e a Educação como construtora de uma Cidadania promotora da Saúde (Afirse, Jan 2020)

Participation in Projects

  • Academy of Modern Senior – Critical Thinking for seniors – Elaboration of working documents and a questionnaire to be applied in the countries involved
  • ED Tech and Ai for essential skills of the 21 str Century – Development of a questionnaire to be applied in the countries involved