{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,12,31]],"date-time":"2025-12-31T18:04:02Z","timestamp":1767204242737,"version":"build-2238731810"},"reference-count":33,"publisher":"Universidad de Zaragoza","issue":"50","license":[{"start":{"date-parts":[[2024,12,19]],"date-time":"2024-12-19T00:00:00Z","timestamp":1734566400000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Cl\u00edo"],"abstract":"<jats:p>This exploratory study is part of a post-doctoral project investigating how Brazilian and Portuguese textbooks present slavery and the slavery trade, as well as how Portuguese students interpret these issues, particularly when they use the sources in their textbooks. A group of 8th-grade students (aged 13\u201314) from a school in northern Portugal was asked to reflect on the meaning of slavery and its potential consequences for Brazil and Portugal, drawing on evidence related to the slave trade and labour during the 16th century, as presented in their textbooks. The students\u2019 responses were analysed inductively, and the findings are discussed in terms of (a) the specific analytical process employed and (b) the insights gained regarding the relationship between textbook representations and students\u2019 perceptions, framed within the context of situated learning. This framework suggests that prior knowledge, personal experience, and the specific task at hand may influence students' ideas and outcomes.<\/jats:p>","DOI":"10.26754\/ojs_clio\/clio.20245010807","type":"journal-article","created":{"date-parts":[[2024,12,19]],"date-time":"2024-12-19T07:18:24Z","timestamp":1734592704000},"page":"42-61","source":"Crossref","is-referenced-by-count":0,"title":["Portuguese Students' ideas about slavery and the slave trade from Africa to Brazil when dealing with textbook sources"],"prefix":"10.26754","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-3383-5605","authenticated-orcid":false,"given":"Gl\u00f3ria","family":"Sol\u00e9","sequence":"first","affiliation":[]},{"given":"Isabel","family":"Barca","sequence":"additional","affiliation":[]},{"given":"Ana Paula","family":"Squinelo","sequence":"additional","affiliation":[]}],"member":"11292","published-online":{"date-parts":[[2024,12,19]]},"reference":[{"key":"145383","unstructured":"Afonso, I. (2014). O papel do manual de Hist\u00f3ria no desenvolvimento de compet\u00eancias: um estudo com professores e alunos do ensino secund\u00e1rio [The role of history textbook in development competences: a study with teachers and students in secondary education]. [PhD thesis]. Universidade do Minho. http:\/\/hdl.handle.net\/1822\/34606"},{"key":"145384","unstructured":"Afonso, I. (2020). O manual escolar em educa\u00e7\u00e3o hist\u00f3rica: conce\u00e7\u00f5es de alunos do ensino secund\u00e1rio. In I. Barca & L. A. Alves (Orgs.), Educa\u00e7\u00e3o Hist\u00f3rica: Perspetivas de Investiga\u00e7\u00e3o Nacional e Internacional (pp. 11-21). XV Congresso das Jornadas Internacionais de Educa\u00e7\u00e3o Hist\u00f3rica. https:\/\/ler.letras.up.pt\/uploads\/ficheiros\/15198.pdf"},{"key":"145385","unstructured":"Barca, I. (2015). History and temporal orientation: The views of Portuguese-speaking students. In A. Chapman & A. 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A constitui\u00e7\u00e3o do pensamento hist\u00f3rico de jovens estudantes no Brasil e Portugal: a constru\u00e7\u00e3o de explica\u00e7\u00f5es sobre o passado a partir da tomada de decis\u00f5es sobre quest\u00f5es hist\u00f3ricas [The Construction of Brazilian and Portugueses e Young Students' Historical Thinking]. In J. Prats, I. Barca and R. Facal (Eds.), Historia e identidades culturales. Atas do V Simposio Internacional de Did\u00e1ctica delas Ciencias Sociales en el \u00c1mbito Ibero america no & Congresso Internacional das XIII [Jornadas de Educa\u00e7\u00e3o-Hist\u00f3rica] (pp.1081-1092). CIEd, Universidade do Minho. https:\/\/hdl.handle.net\/1822\/41768"},{"key":"145391","doi-asserted-by":"publisher","DOI":"10.5040\/9781474225892.ch-007"},{"key":"145392","unstructured":"Caldeira, A. (2013). Escravos e traficantes no imp\u00e9rio portugu\u00eas [Slaves and slave traders in the Portuguese empire]. A Esfera dos Livros."},{"key":"145393","unstructured":"Caldeira, A. (2017). Escravos em Portugal: das origens ao s\u00e9culo XIX [Slaves in Portugal: since origins to 19th-century]. A Esfera dos Livros."},{"key":"145394","doi-asserted-by":"publisher","DOI":"10.4135\/9781452230153"},{"key":"145395","unstructured":"Epstein, T. (2009). Interpreting National History. Race, Identity and Pedagogy in Classrooms and Communities. Routledge."},{"key":"145396","unstructured":"Erickson, F. (1986). Qualitative Methods in Research on Teaching. In M. Wittrock (Ed.), Handbook of Research on teaching (3rd edition) (pp. 119-161). MacMillan."},{"key":"145397","unstructured":"Gevaerd, R. (2016). Substantive idea of slavery in Brazil: uses and understandings of narratives presented by textbooks, by teachers, and students. In M. A. Schmidt, & L. Pydd Nechi (Eds.), Brazilian Investigation in History Education (pp. 87- 101). W. A."},{"key":"145398","unstructured":"Hawthorn (1999). Plausible Worlds. Possibility and understanding in history and the social sciences. Cambridge University Press."},{"key":"145399","doi-asserted-by":"publisher","DOI":"10.4324\/9780203340929_chapter_4"},{"key":"145400","unstructured":"Minist\u00e9rio da Educa\u00e7\u00e3o (2018, 2022). Aprendizagens Essenciais de Hist\u00f3ria do 8\u00ba ano de escolaridade."},{"key":"145401","unstructured":"https:\/\/www.dge.mec.pt\/sites\/default\/files\/Curriculo\/Aprendizagens_Essenciais\/3_ciclo\/historia_3c_8a_ff.pdf"},{"key":"145402","unstructured":"Moreira, G. (2004). As fontes hist\u00f3ricas propostas no manual e a constru\u00e7\u00e3o do conhecimento hist\u00f3rico [The historical sources provided by the textbook and the construction of historical knowledge]. Ma dissertation. Universidade do Minho."},{"key":"145403","doi-asserted-by":"publisher","DOI":"10.15359\/ree.25-3.21"},{"key":"145404","unstructured":"Nakou, I., & Apostolidou, E. (2010). Debates in Greece: Textbooks as the spinal cord of history education and the passionate maintenance of a traditional historical culture. In I. Nakou, & I. Barca (Eds.), Contemporary debates over history education (pp. 115-131). IAP \u2013 Information Age Publishing."},{"key":"145405","doi-asserted-by":"publisher","DOI":"10.4324\/9780203340929_chapter_12"},{"key":"145406","unstructured":"R\u00fcsen, J. (1993). The development of narrative competence in historical learning: an ontogenic hypothess concerning moral consciousness. In P. Duvenage (Ed.), Studies in metahistory (pp. 63-84). Human Sciences Research Council."},{"key":"145407","unstructured":"R\u00fcsen, J. (2001). Raz\u00e3o Hist\u00f3rica: teoria da hist\u00f3ria: os fundamentos da ci\u00eancia hist\u00f3rica. UnB."},{"key":"145408","unstructured":"R\u00fcsen, J. (2015). Humanismo e did\u00e1tica da hist\u00f3ria. W.A. Editores."},{"key":"145409","unstructured":"Russell, P. (2016). Henrique, o Navegador (2nd. Ed.). 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