Suchergebnisse

In 2015, Miguel Real publishes O último europeu 2284 (The Last European 2284), where he conducts, through the tale of an ideal and utopian city, an analysis of a European Union crumbling around all sorts of conflicts. In the current context, does Europe have a future? Is the future of a community compatible with human nature? These are the questions we will be reflecting upon in this article, through the study of this work.

This article analyses the extent to which Portugal's accession to the EEC allowed for the rapprochement between Brazil and Europe and how it conferred more density to Luso-Brazilian relations. The first part focuses on the 1980s and analyses the expectations of accession of Portugal to the EEC; the second part deals with the 1990s when new institutional links were established allowing for a more complex relationship between Portugal, Brazil and Europe. Finally, the third part focuses on the intensification of relations between Brazil and the European Union, resulting from the strategic partnership of 2007. Adapted from the source document.

The linkage between the Portuguese economy & the 2007 international crisis -- which has been named as Great Depression -- is not clear. The major problem of the Portuguese economy is not born in recent years, since the beginning of the 21st century that we assist to the lower development rates, which has contributing to deepener the gap with the developed countries. In this article we will examine the outcomes of the Portuguese economy evolution that extrapolate the economic sphere, reaching the European Union project & the Portuguese insertion on it. Adapted from the source document.

Examines the process of European economic and political integration, enlargement of the European Union, and the capacity of Europe to reform its institutions and machinery in order to achieve a permanent federation of states. Translated from English.

Professor since 2006 at one of the most prestigious French Departments of Education, (Université Paris Descartes), Rebecca Rogers's academic trajectory has been associated from the start with Women and Gender studies and the History of Education. Born in the USA, she has built her career in Europe, particularly in France. She earned her PhD at the École des Hautes Études en Sciences Sociales under the supervision of Dominique Julia. She began her teaching career at the University of Iowa in the United States, and in 1994 obtained a position at the Université de Strasbourg as Maître de Conference. In 2015, she assumed the presidency of the International Standing Conference for the History of Education (ISCHE), the most relevant scientific society in the field of History of Education. Her academic background and involvement in the educational arena as well as the theoretical and methodological choices are addressed in this interview, which also describes the relationship established with Brazilian researchers in projects carried out in the Faculties of Education of UNICAMP and USP. The current debates about gender emerging in the public sphere in France and the challenges faced by historical-educational research, whether in the dimension of a transnational history of education or in the consolidation of a field of research also emerge in Rebecca Rogers' interview. This list of topics makes the interview dense in problematizations, opening a range of questions that challenges readers interested in the international academic and political scene. ; Professora, desde 2006, de um dos mais prestigiados departamentos de educação franceses (Université Paris Descartes), Rebecca Rogers tem sua trajetória acadêmica marcada pelos estudos sobre mulheres e gênero, traçados sempre na relação com a história da educação. Nascida nos Estados Unidos da América, fez sua carreira na Europa, em particular na França. Cursou o doutorado na École des Hautes Études en Sciences Sociales, sob a orientação de Dominique Julia. Iniciou a atividade docente na University of Iwoa. Em 1994, obteve uma posição na Université de Strasbourg como maitre de conference. Em 2015, assumiu a presidência da International Standing Conference for the History of Education (ISCHE), sociedade científica internacional de maior relevância na área de história da educação. Sua formação e trânsito na arena educativa, bem como as escolhas teóricas e metodológicas são abordadas nesta entrevista, que se estende ainda sobre as relações tramadas com pesquisadoras brasileiras em projetos realizados nas Faculdades de Educação da Universidade Estadual de Campinas - UNICAMP e Universidade de São Paulo. Os debates atuais sobre gênero emergentes na esfera pública na França e os desafios enfrentados pela investigação histórico-educativa, seja na dimensão de uma história transnacional da educação, seja na consolidação de um campo de pesquisa também emergem no discurso de Rebecca Rogers. Este rol de temáticas torna a entrevista densa em problematizações, abrindo um leque de interrogações que instigam o leitor na sua reflexão acerca do cenário político e acadêmico internacional.

This article analyses the amendments introduced by the Lisbon Treaty concerning foreign and defense policy, in the framework of a strategy to make Europe a global power. It starts by contextualizing this policy in the acting of the European Union, and then it reviews the main changes provided by the Treaty of Lisbon. Adapted from the source document.