Historical culture and culture of memory in educational projects commemorating Portuguese democracy (1974-2024)

Authors

DOI:

https://doi.org/10.4025/dialogos.v29i3.78176

Keywords:

historical culture, culture of memory, commemorative narratives, historical education, democratic education

Abstract

The commemoration of April 25, 1974, in Portuguese educational contexts has become a sociocultural practice that reflects the concern about the normalization of anti-democratic discourses. This article analyzes school commemorative narratives, as an example of the public use of history, to understand how they characterize historical culture and memory culture to address this challenge. The results indicate that identification with democracy requires both to contain a critical dialogue about what we remember from the past and the present, inviting us to delve deeper into democracy and its values.

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Author Biographies

  • Carmen Rosa García Ruiz, Universidad de Málaga (UMA). Málaga-AN, ES

    Doctora por la Universidad de Málaga (UMA), título obtenido en el año 2000 con la tesis titulada “Franquismo y transición en Málaga, 1962-1979”. Su formación académica inicial se sitúa en la Historia Contemporánea, área desde la cual transitó hacia la especialización en la enseñanza y el aprendizaje de las ciencias sociales.
    En la actualidad, desempeña sus funciones como Profesora Titular de Universidad en el Departamento de Didáctica de la Matemática, las Ciencias Sociales y las Ciencias Experimentales de la Universidad de Málaga, impartiendo docencia en la Facultad de Ciencias de la Educación. En el ámbito de la investigación, es la Investigadora Principal del grupo HUM-856: Educación Social y Ciudadana (EDUSOC). Su labor científica se centra en la formación del profesorado, el estudio de problemas sociales relevantes, la perspectiva de género en el currículo y la educación patrimonial. Además, destaca por su activa participación en redes de innovación docente y su prolífica producción académica en el ámbito de la Didáctica de las Ciencias Sociales.

  • Maria João Barroso Hortas, Instituto Politécnico de Lisboa (IPL) Escola Superior de Educação (ESELx). Lisboa-Lx., PT

    Associate Professor, in the scientific field of Social Sciences, Department of Training and Research in Curriculum and Didactics, at the School of Education, Polytechnic Institute of Lisbon, and Collaborating Professor at IGOT-University of Lisbon. Between 1990 and 2001 she worked as a teacher in Geography in primary and secondary education. Integrated researcher at the Center for Geographical Studies, IGOT, University of Lisbon, in the MIGRARE group. PhD in Education - Training in social, historical, and geographical thinking and education for citizenship, from the Autonomous University of Barcelona. PhD in Human Geography from the Institute of Geography and Spatial Planning, University of Lisbon. Master’s in Human Geography, Regional and Local Planning from the University of Lisbon (1996). Degree in Geography, educational trainee. Her research and publications focus on two key areas: (1) didactics of social sciences in initial teacher training; education for citizenship and education for cultural diversity; (2) migration and integration of children and young people of migrant origin in educational contexts. In these areas, she has been participating in national and international projects in diverse research groups.

  • Alfredo Gomes Dias, Instituto Politécnico de Lisboa (IPL) Escola Superior de Educação (ESELx). Lisboa-Lx., PT

    Degree in History and PhD in Human Geography both at the University of Lisbon (2012) and a PhD in Education at the Autonomous University of Barcelona (2019). Researcher at the Centre for Geographical Studies of the Institute of Geography and Planning Territory of the University of Lisbon. Coordinator Professor of the School of Education of the Polytechnic Institute of Lisbon. Professor of scientific disciplines and teaching methods for History, Geography and Social Studies in the initial training courses of Basic Education teachers (0-12 years). Since 1987 he has been researching Macau Modern History, with several papers, chapters of books, and books published. The last research was about the Macanese Diaspora, and published two books about this issue: Diáspora Macaense. Macau, Hong Kong e Xangai, 1842-1952 (Lisbon, 2014) and Diáspora Macaense. Territórios, Itinerários e Processos de Integração, 1936-1995 (Macau, 2016). Last book published Macau entre Repúblicas (Lisboa, 2022). Author of several articles and book chapters on Didactics of Social Sciences, History and Geography. Participation in congresses and symposiums in Portugal and abroad. Participation in national and international research projects on Didactics of Social Sciences and Education for Global Citizenship.

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Published

2026-04-14

Issue

Vol. 29 No. 3 (2025): Cultura histórica, usos do passado: desafios do ensino e da aprendizagem em contextos escolares e não escolares. (tomo I)

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How to Cite

Historical culture and culture of memory in educational projects commemorating Portuguese democracy (1974-2024). (2026). Dialogos, 29(3), 124-144. https://doi.org/10.4025/dialogos.v29i3.78176
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