AccueilCooperação e educação: África e o mundo

Cooperação e educação: África e o mundo

Cooperation and Education: Africa and the World

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Publié le jeudi 15 mars 2012 par Loïc Le Pape

Résumé

II COOPEDU is organized by the Centro de Estudos Africanos do Instituto Universitário de Lisboa (Center of African Studies, ISCTE-IUL, Lisbon) and by the Escola Superior de Educação do Instituto Politécnico de Leiria (School of Higher Education, Polytechnic Institute of Leiria). The overall theme of the congress is Cooperation and education: Africa and the World. The main goal is to extend and deepen the issues addressed in I COOPEDU (4-5 February 2010, ISCTE-IUL, Lisbon), forging continuity in reflections on cooperation in educational issues between African countries and those in other regions and continents.

Annonce

After the call for panels (http://calenda.revues.org/nouvelle22256.html), we are pleased to announce the call for papers for the II INTERNATIONAL CONGRESS ON COOPERATION AND EDUCATION - II COOPEDU. Authors are invited to submit abstracts to any of the 11 panels listed in the Congress web site: http://www.coopedu.cea.iscte.pt

List of panels

Panel 1 Portuguese Language in Southern Africa: Cooperation, Training and Research

  • Maria da Conceição Siopa (msilvasiopa@instituto-camoes.pt) Instituto Camões – Universidade Eduardo Mondlane, Maputo, Moçambique
  • Rui Vicente de Azevedo (cepe.africasul@instituto-camoes.pt) Instituto Camões – África do Sul, Suazilândia, Namíbia e Zimbabue

Portuguese language in southern Africa lives a time of visible vitality and expansion. In Angola and Mozambique, political stability, economic growth as well as the enlargement of the school system and a greater improvement of the Portuguese teaching training programmes had a consequence on alphabetization as well as on the growth of the number of Portuguese speaking people. This situation raised, in the region, interest to learn Portuguese language as a way to facilitate social, touristic and economic flux. Cooperation in the area of Portuguese language in southern Africa covers a range of different countries, with a large relevance of resources for the African Portuguese speaking countries. In the last decade, this cooperation has been arising, mostly, in the training and qualification of Portuguese teachers, in the Portuguese language research as second language and in the creation of opportunities for the university training at a post-graduation level in Portugal, Brazil and locally. These studies and qualifications involves universities, public and private Portuguese, Brazilian and African institutions, various cooperation protocols and a large number of human and material resources. The proposal of this panel is related to the overall theme of this Congress and stands within the specific theme of the first topic, Local, national and international languages: challenges, opportunities and risks. On the one hand we want to identify and analyze developing cooperation in the sector of Portuguese language, especially with Southern African countries. On the other hand it seems well-timed to debate and to reflect as far as the Portuguese language challenges are concerned in the Southern Africa and contribute to put in perspective guidelines that may contribute for a larger development of this language and may concern people and institutions involved.

Panel 2 State and Civil Society Partnership in education and Training in PALOP: Complement or Substitution?

  • Maria Antónia Barreto (antonia@ipleiria.pt) Escola Superior de Educação e Ciências Sociais Instituto Politécnico de Leiria, Portugal Centro de Estudos Africanos Instituto Universitário de Lisboa, Portugal

The political discourse in PALOP presents development as a result of education and training but the most of the measures taken are limited, don’t preserve the identity, have a reduced depth, wrong strategy of implementation, among other factors. Civil society also plays as fundamental the intervention in these areas. There are multiple projects implemented by NGOs, churches, businesses in the formal and informal education and training. These projects, with different dimension, have the acceptance of the state ,fall within state programs or are “spaces” with great autonomy at various levels. How to cohabit the state and civil society in these areas of intervention? Complement or substitute for one? Be reconciled? What is the degree of autonomy enjoyed by civil society? This panel aims to reflect on the meaning of the State and civil society as partnerships in education and training.

Panel 3 Teacher Education in the Context of International Cooperation: Challenges, Opportunities and Risks

  • Patrícia Albergaria Almeida (patriciaalmeida@ua.pt) Centro de Investigação Didática e Tecnologia na Formação de Formadores Departamento de Educação Universidade de Aveiro, Portugal
  • Betina Lopes (blopes@ua.pt) Centro de Investigação Didática e Tecnologia na Formação de Formadores Departamento de Educação Universidade de Aveiro, Portugal

  Education and, consequently, the initial and in-service teacher education has been one of the priorities of the Portuguese cooperation. Linguistic proximity, as well as sharing the Portuguese language as the official language of all the Portuguese-speaking African countries (PALOP) and East Timor, since 2000, have been fundamental factors for the development and strengthening of this cooperation at several levels, including education. With this panel we aim to promote the discussion about the role of the Portuguese cooperation in the education of teachers from PALOP countries and East Timor in the various levels of education (elementary, secondary and higher education). It is intended to address and discuss a range of subjects linked to the education of teachers from the PALOP countries and East Timor, namely: (i) the adequacy of teacher education in the various contexts in which it has been developed, either in Portugal or in these countries; (ii) the conceptual and methodological diversity of the teacher education models thathave been adopted; (iii) the impact (on the trainees, but also on the trainers) of the several teacher education programmes carried out; (iv) the obstacles/challenges identified by the trainers in the various countries and,also, in the several teacher education contexts. Furthermore, it is intended that this panel constitutes an opportunity for sharing and discussing results of research studies focused on the education of teachers from PALOP countries and East Timor. As a sharing space, this panel aims to create opportunities for the establishment of research networks and partnerships, which may support the conceptualization and implementation of teacher education models able to overcome the identified obstacles.

Panel 4 Higher Education of Africans in the Western World: Individual and Professional Trajectories, Cooperation Policies and Development Process

  • Ana Bénard da Costa (anabenard@gmail.com) Centro de Estudos Africanos Instituto Universitário de Lisboa,  Portugal
  • Discussants:
    • Francisco Noa Centro de Estudos Sociais Aquino de Bragança, Moçambique
    • Paulo de Carvalho Universidade Agostinho Neto, Angola

Following  the  thematic  challenge  launched  by COOPEDU II – that is to reflect  about  the issues of  cooperation in education between African countries and other countries – this panel seeks to analyze a set of themes related to higher education of African students in  the developed countries, its  implications  on  individual and professional trajectories, as well as in the African countries  development  processes. Also, how they relate to the construction of academic and professional   networks and international partnerships. Since advanced degrees are becoming increasingly instrumental in gaining access to leadership positions, the repercussions of the degree holders’ individual life choices reach  a much  larger  scale when  viewed in the  context   of  collective action.  It  is particularly interesting  to  analyze  the relationship between  higher  education and development agencies, and how they relate to different cooperation policies. This  set  of problems  have been  investigated  in  the  framework of  a research Project  focused  on higher  education students from Lusophone African  countries attending (or who have attended) Portuguese universities. This panel is an opportunity to discuss the project outputs and simultaneously compare them with  similar researches carried out in other contexts.

Panel 5. Scientific and Technological Education in Africa

  • Joana Gonçalves-Sá mjsa@igc.gulbenkian.pt IGC - Instituto Gulbenkian de Ciência | Associação Cientistas no Mundo – Portugal
  • Yasser Omar yasser.omar@iseg.utl.pt ISEG - Universidade Técnica de Lisboa | Associação Cientistas no Mundo – Portugal 

Panel 6. From International Circulation of Students to Intellectuals Training, Social Networks and University Institutions

  • Dagoberto José Fonseca  dagobertojose@gmail.com Universidade Estadual Paulista (UNESP), Centro de Estudos das Culturas e Línguas Africanas e da Diáspora Negra (CLADIN), Laboratório de Estudos Africanos, AfroBrasileiros e da Diversidade (LEAD) – Brasil Armindo Ngunga Universidade
  • Eduardo Mondlane (UEM), Centro de Estudos Africanos (CEA) – Moçambique

Panel 7. Other Forms of Education, Other Performances

  • Ana Lúcia Sá analuciasa@gmail.com Instituto Universitário de Lisboa (ISCTE-IUL), Centro de Estudos Africanos - IUL – Portugal
  • Eduardo Costa Dias  eduardocostadias@yahoo.fr Instituto Universitário de Lisboa (ISCTE-IUL) – Portugal

Panel 8. East Timor: Education and Training Systems

  • Antónia Barreto  antonia@ipleiria.pt Escola Superior de Educação e Ciências Sociais - Instituto Politécnico de Leiria, (ESECSIPL) | Instituto Universitário de Lisboa (ISCTE-IUL), Centro de Estudos Africanos (IUL) – Portugal

Panel 9. Technologies and Development 

Panel 10. Technology in Education in Developing Countries

  • Carlos Sangreman carlos.sangreman@ua.pt Departamento de Ciências Sociais, Politicas e do Território, Universidade de Aveiro – Portugal
  • Joaquim Sousa Pinto jsp@ua.pt Departamento de Eletrónica, Telecomunicações e Informática, Universidade de Aveiro – Portugal

Panel 11. Ethno-cultural and Scientific Knowledge in Intercultural Education

Submissions

Abstracts (in English and in Portuguese) should be sent by email as a Word document to the panel Organizer(s) and to coopedu.cea@iscte.pt and must include:

  • Paper title;
  • Name(s), affiliation(s), e-mail of paper proposer(s);
  • A 400 word (maximum) outline describing the paper topic;
  • Three key-words.

The call for papers will be open from March 8 until April 30, 2012.

  • Paper presentations will last 15 minutes each. Communications may be individual or collective.
  • Paper proposals should be associated with one of the panels and these can be simple (4 or 5 papers) or double (8 to 10 papers).
  • Presentation proposals will be selected by the panel coordinator (s) and the results will be announced on May 12, 2012.

Further information: http://www.coopedu.cea.iscte.pt

Scientific Comittee:

  • Armando Trigo de Abreu
  • Eduardo Costa Dias
  • Carlos Cardoso
  • Elisio Macamo
  • José Fialho
  • Lourenço do Rosário
  • Luís Moita
  • Marçal Grilo
  • Manuel Correia
  • Maria Helena Mira Mateus
  • Paulo Freitas
  • Prostes da Fonseca

Coordination Comittee:

  • Ana Bénard da Costa – Instituto Universitário de Lisboa (ISCTE – IUL), Centro de Estudos Africanos – IUL
  • Antónia Barreto – Escola Superior de Educação e CIências Sociais, Instituto Politécnico de Leiria (ESECS-IPL)
  • Filipe Santos – Escola Superior de Educação e CIências Sociais, Instituto Politécnico de Leiria (ESECS-IPL)
  • Margarida Faria – Instituto de Investigação Científica Tropical (IICT)
  • Gerhard Seibert – Instituto Universitário de Lisboa (ISCTE – IUL), Centro de Estudos Africanos – IUL
  • João Dias – Instituto Universitário de Lisboa (ISCTE – IUL), Centro de Estudos Africanos – IUL
  • Ermelinda Liberato – Instituto Universitário de Lisboa (ISCTE- IUL), Centro de Estudos Africanos – IUL
  • Eleonora Rocha – Instituto Universitário de Lisboa (ISCTE – IUL), Centro de Estudos Africanos – IUL

Lieux

  • Avenida das Forças Armadas (Centro de Estudos Africanos)
    Lisbonne, Portugal

Dates

  • lundi 30 avril 2012

Mots-clés

  • Africa, Education, Cooperation, Call for papers, II COOPEDU

Contacts

  • João Dias
    courriel : desporto [dot] lazer [dot] africa [at] gmail [dot] com

URLS de référence

Source de l'information

  • João Dias
    courriel : desporto [dot] lazer [dot] africa [at] gmail [dot] com

Pour citer cette annonce

« Cooperação e educação: África e o mundo », Appel à contribution, Calenda, Publié le jeudi 15 mars 2012, http://calenda.org/207632