2.1 National Assembly

It was during the National Assembly’s 88^th Session (29^th of March 1963), that the subject of Telescola was first debated. The man responsible for initiating this debate - perhaps the staunchest and most eloquent supporter of the establishment of the Telescola in Portugal - was António Martins da Cruz, a lawyer, with degrees in Law and in Letters, belonging to the municipality of Castelo Branco (^{Tavares Castilho, 2009}), author of various parliamentary speeches during the VIII Legislature (1961-1965) concerning the State Accounts and the Public Credit Union of the year of 1961, a man who describes himself as “obsessed with education, with its promotion, without delays and at all levels, and its availability to all Portuguese citizens from all social and economic backgrounds” (Diário das Sessões [lit. ‘Journal of the Sessions’], nº 88, 30^th of March, 1963, p. 2244). Cruz, referring to the “appalling state” (Idem, p. 2246) of education in Portugal compared to the rest of Europe and the World, concludes that “the absolute impossibility of solving the problem at hand by traditional means, for these necessitate adequate financial and professional backings; these shortcomings impede the sating the Nation’s core yearnings, therefore stunting Its social and economic growth” (Ibidem). Hence, Cruz argues that the Telescola “by revolutionising the system of pedagogy in its entirety, a system set in stone by the history of education and the basis for the education of us all (...) we meet the current need experienced not merely by us, but by the entirety of the civilised world” (Idem, p. 2247). Firstly, he uses the USA as an example - a country which, while possessing incomparably larger financial resources and millions of students and thousands of higher education institutions that allow for the rapid instruction of necessary teachers, has nevertheless opted for education through television - with the numbers of the Telescola currently exceeding the 2 000 000 mark. He further added that “because there were zones outside the normal reach of broadcasting signals, the country created for these populations a Telescola with «a television broadcasting apparatus carried by an airplane that maintains itself at a convenient height, in a more-or-less stationary manner, flying in circles above the centre of the zone to be serviced»” (Ibidem). Martins da Cruz then turns to Japan which, according to him, has the Telescola service in place since 1953, “(...) the Telescola of that country is one of the most developed in all the World” and “(...) there are over 28 000 schools - of various levels of education - that employ this service” (Ibidem). “The age range of these programs are 4 to 17 years of age”, and the broadcasts are “purely related to education and professional training. They cover subjects such as teaching, Japanese, English, Math, History, Geography, Technology, Sociology, Music, Art, Gymnastics, Handicrafts, etc.” (Ibidem). The representative also cites examples of European countries - such as Sweden, where “the Telescola reaches 6000 schools, focuses mainly of professional training and is aimed at boys from 14 to 16 years of age”; Germany, which “has 6 weekly broadcasts, directed at high schoolers and citizens undergoing professional instruction” or France, which “employs the Telescola in the teaching of History, Geography, Physics, the Sciences, Drawing, Economy and Languages in 5000 elementary and high schools” (Ibidem). He mentions “England, Venezuela, Mexico and Switzerland”, where “the Telescola is gaining momentum and is used to instruct students on teaching, History, Geography, the Sciences, Languages, Psychology, Chemistry, Biology, Math, Agronomy, Archaeology, etc.”. In fact, Portugal’s neighbouring country, “Spain, according to the information I was able to ascertain, is already studying this matter with unbridled interest, for the Spanish government believes that the Telescola may be the solution to the country’s own problems with education” (Diário das Sessões nº. 88, 1963, p. 2247). And “Italy’s case deserves special attention, due to its striking similarities with our own country in terms of conditions” (Ibidem). Cruz further elaborates on Italy’s case, discussing the reasons for the broadcasting, the number of broadcasting posts and of enrolled students, the success rate of these individuals - for instance, in “June of 1961, 80% of all the students enrolled in the Telescola program that sat for exams at State-approved institutions passed their examinations!” (Idem, p. 2248) -, along with other data. Martins da Cruz goes so far as to vouch for the telescuola by stating that “given its special characteristics, the realism of the issues it aimed at solving, to the optimal accommodation and practical efficiency of the solutions adopted, the rational and organic structure of the created programs, the courage necessary to officialise it - with final exams and legally recognised diplomas -, the teaching methodology of this revolutionary school, the Italian example makes, in the scope of European television - and even, perhaps, on a global level -, an unique and particularly strong case for the myriad of uses that hodiern television as a whole may have in those vast fields that are education and popular culture” (Ibidem). The representative continues, by stating that if one considers that, in a manner not unlike Italy, “amongst us too (...) the issue of instructing the new generations that conclude elementary school is a particularly problematic matter due to the sheer numbers of these individuals; per year, about 100 000 eleven-year-olds, both boys and girls, find themselves forced to drop out of school after only completing their elementary education; which positions the rate of population with a 4^th grade at 80%” (Ibidem).

Hence, the Telescola was perceived as the solution to Portugal’s education-related issues; it presented the answer for “the lack of immense funding for the construction of hundreds of buildings - for, like Italy, virtually all rooms in remote villages and hamlets could become Telescola classrooms - elementary schools, Casas do Povo , in cultural or recreational associations, in rooms granted by industrial and commercial companies or by generous private citizens” (Ibidem). The “lack of tens of thousands of teachers” would no longer be impactful, for “a small group of them [teachers], smaller in numbers than that of a faculty at a high school or technical school, would be able to instruct the whole country, since the Telescola does not necessitate a teacher per class but a teacher per subject” (Diário das Sessões nº. 88, 1963, pp. 2248-2249). In this speech, Cruz also addresses those who regarded the Telescola program with various degrees of scepticism, the “velhos do Restelo” , in his words, who “will themselves argue that that the ‘great’ part of the classical solution will vastly outweigh the ‘good’ that this innovative solution brings” (Idem, p. 2249), ending his speech in a cautionary note: “(...) if we were to listen to them, we shall have neither ‘great’ nor ‘good’!” and, as a final point, he stated “(...) I believe that the Telescola will be the panacea that will do away with what ails this aspect of the Portuguese society. Its installation will be less expensive than two technical schools, but such a scarce budget will remain unnoticed in the eyes of the State’s Treasury. My wish is for it to be approved as soon as possible” (Ibidem).

Before the year was out Martins da Cunha would have another opportunity to staunchly defend the establishment of the Telescola in Portugal - this time during the discussion of a bill proposal concerning the authorisation of revenues and expenses to the year of 1964. In a speech marked by the concern with sanitation and the balance of public finances, Cruz once more refers a set of the Telescola’s “good practices” on an international level. Considering that “the State’s Treasury has but modestly contributed to the education of the Portuguese people” (Journal of the Sessions, nº 105, 12^th of December of 1963, p. 2717), the representative promptly adds “it is unfortunate to see that, in the bill proposal concerning the authorisation of revenues and expenditures to 1964, education does not receive the attention that it duly deserves, it finds itself deprecated while the interests of national defence are upheld” (Idem, p. 2718). Still according to Cruz, “The biggest failings (...) of national education currently lie, in my opinion, in education on a high school and professional school levels; in the latter, these failings are noticeable in the commercial, agricultural fields and other subjects of professional education” (Idem, p. 2721). Hence, the representative desires to “to extend the duration of compulsory education”, an issue that immediately raises yet another problem: “to force the students who conclude the 4^th grade of elementary education to attend school for two more years is equivalent to increasing, in that period, the number of students from 300 000. Where would we find the thousands of classrooms needed? Where would we get the necessary hundreds of teachers? From where or from whom would we receive the hundreds of thousands of contos ⁹ needed?” (Ibidem). He then expounds on Portugal’s neighbouring country’s case to highlight that “concerning Spain, that country raised compulsory education to eight years” and simultaneously “initiatives were put in place to bring Spain’s education policy closer to European standards, such as the creation of (...) the Bachillerato Radiofónico (a graduation certificate achieved by learning through radio and television)”. Martins da Cruz concludes his speech in an exclamatory fashion, by stating the following: “we must take immediate action and increase the minimum mandatory school years to six years, at the very least” (Ibidem). In his long speech, the representative addresses the problems encountered in professional schools and by higher education to once more suggest the solution of the majority of these issues: “if the age we currently live in demands a higher-level education available to all, as different in its comprehension as in its extension, the technology of our age readily caters to that demand in full. And that aid to the branch of education comes in the form of a veritably revolutionary tool - I speak of education through television” (Idem, p. 2723), concluding his discourse brilliantly, in the following manner: “It does away with classrooms of 40 students and creates classrooms that hold 40 000 pupils! A single teacher will tutor an entire generation. From Lisbon to Trás-os-Montes, from the Beiras to Algarve, students share the same Math or Geography, History or Portuguese teacher” (Ibidem). He will not, however, end his speech without presenting yet another group of strong arguments in favour of the implementation of the Telescola in Portugal, starting with the pedagogical advantages of education through television: “it is not just a matter of offering all Portuguese students the opportunity to be tutored by the very best teachers in the country. But the medium's own specific characteristics - sound and images - may prove to be excellent didactic auxiliary tools that further improve the learning experience” (Ibidem). And he continues with his thesis’ “defence” strategy: “In all countries where distance education through educational television is practiced - especially in the USA, Russia, Japan, Sweden, Argentina, Canada and Italy, which, I argue, are the countries at the forefront in the field of distance education - their levels of education surpasses those of other countries which still rely on traditional education methods” (Journal of the Sessions nº 105, p. 2724). Cruz provides further evidence to support his position by presenting a list of economic (“we need not thousands of teachers - which we, incidentally, do not have - but instead a small but highly capable team. We need not to construct hundreds of technical schools and high schools, which would amount to millions of contos spent, for we do not possess the means to such an enterprise”), geographical (“aside from being cost-effective, television enables us to cater to the needs of education of a large portion of the country - not at a national scale in its entirety, of course, for 40% of rural areas still lack electricity services”) (Idem). He continues on, mentioning yet again Japan, which “possesses broadcasting services geared towards teaching in elementary, secondary and tertiary Telescolas, of Humanist instruction and of professional training. Educational television reaches the entirety of the country in a daily ten-and-a-half-hour program”, Spain, which “is currently readying two channels entirely dedicated to educational television”, and now Argentina, where “educational television progressed so much that nowadays thousands upon thousands of Argentinian teachers are allocated to the rest of South American countries” (Ibidem). He also announces: “Even without the necessary funds, the advent of educational television is upon us”. It is not, therefore, surprising that “tomorrow, the Minister for National Education will announce to the country that educational television will be broadcasted in the near future”, ending his speech with a legitimate aspiration: “I hope that the largest part of it falls on educational television in order to, after the trial period, in next October at the beginning of the 1964-1965 school year, it can usher in a new age in the history of national educational - where compulsory education is fixed at 6 years and that all Portuguese citizens from all social and economic backgrounds are educated, regardless of where they live - be it in an urban or in a rural area, in a village or in an isolated hamlet -, or the sumptuousness - or lack thereof - of their homes” (Journal of the Sessions nº 105, p. 2725).

The third session in which the issue of the Telescola was discussed took place at th 123^rd Session of the National Assembly (30^th of January 1964). This time it was Joaquim de Sousa Birne, mining engineer, representing the constituency of Viseu (Tavares Castilho, 2009), who, while taking part in the preliminary debate on national education, voiced his concern regarding the high levels of illiteracy in Portugal: “the country’s working population - considering that citizens work from 15 to 75 years of age - is about 6 100 000; 2 100 000 of whom are illiterate” (Journal of the Sessions nº 123, 31^st of January 1964, p. 3045), and adding that “our illiteracy rate is the highest among European countries and much higher than Spain and Greece, the countries that figure behind us on that scale” (Idem). He then goes on to address the issue of elementary education, a problem which, according to Birne himself, resides in the “outdated optimal illiteracy rate (...) the four grades of mandatory education are, nowadays, mere relics from a bygone time that we - and only we, in Europe - refuse to do away with, while less developed countries outside of Europe have already casted it aside” (Ibidem). To support his assertion, the representative produces several pieces of comparative data from other European countries, which demonstrate that the majority of European countries had already raised the periods of mandatory education, which ranged from “seven years in Denmark to twelve in West Germany. (Austria, Belgium, Czechoslovakia, Finland and France opted for eight years of mandatory education)” (Ibidem). Even Spain or Greece, “which are the most similar of all European countries to ours, both in terms of economy and society, have already fixed the mandatory education period at six years”, and he further adds: “Aside from Portugal, the four-year mandatory education model is present in countries such as Ethiopia, the Philippines and Thailand and, apparently, also Brazil - and we, under normal circumstances, are always honoured to be associated with Brazil, in this particular instance, however, we do wish it were not so” (Idem, p. 3045-3046). The representative also regards the fact that “in other countries with a much higher rate of illiteracy than Portugal the years of compulsory education was raised above four-year mark” as symptomatic of Portugal’s issues in the field of education; Birne continues by providing examples “This is true for Turkey, where the policy is five years of compulsory education and for Egypt, Iran, Mexico and Venezuela, with a policy 6 years of compulsory education each” (Idem, p. 3046). This data alone supports the “imperative authority of the resolution, as an educational cornerstone of high global, social and financial repercussions”, in addition to the fact of “approximately 90 000 Portuguese city-dwelling citizens that graduate from elementary schools do not enrol in any other institution of learning of any kind and, therefore, lead their entire lives with just minimum education” (Ibidem). Moreover, in the case of technical-professional education, he even admits “the optimal incorporation of the initiation to the technical-professional sphere in the system of elementary education” (Idem, 3047), which “in its initial stage, could be taught by the Telescola alone; an expertly tailored syllabus, competent supervision, the employment of visual aids and footage of examples would be valuable assets to the citizens in their initial stages of learning a craft” (Ibidem). Birne seizes this opportunity to discourse on the issues of higher education, and to remind those attending the session that the Ministry for National Education - in the form of the Minister for National Education - had already revealed “in the 12^th of December of the previous year, the well-deserved interest and praise that, due to the efforts of his Ministry, the institution of telensino is worthy of; another magnificent initiative that sought to elevate the country, and that the Minister had announced that the first trial stage of the Telescola would begin shortly, which will include a course that aims at providing support to the courses for adults, an aid so evident and of sizeable stimulus and valorisation of the National Campaign for the Education of Adults” (Journal of the Sessions nº 123, 1964, p. 2050); he does not, however, forgo his final remark: “we applaud the beginning of the Telescola era, an applause that is all the more enthusiastic because the Telescola initiative was marked by the highly significant favour it showed towards elementary education, and we hope that in the near future the Telescola will also show the same preference to initiation courses to technical-professional subjects, within a plan of gradual coverage of the entire country, to service isolated rural centres of less financial means, where poverty, while more deeply entrenched than in other regions, must be eliminated” (Idem).

Olívio de Costa Carvalho, elected by the constituency of Porto, with a degree in Letters, a high school teacher and Vice-Dean of the Alexandre Herculano High School (^{Tavares Castilho, 2009}) is the third representative to address the subject of the Telescola in parliamentary debates, specifically during 160^th Session of the National Assembly, which took place on the 3^rd of December, 1964, in the context of his participation in the discussion of the Intercalary Development Plan bill proposal for the years of 1965-1967. According to Carvalho, he only made “a few brief remarks regarding the «Extraordinary incentive program for pedagogical, cultural and scientific activities» from chapter VII, heading «Education and research», with a particular reference” among others, “to the audio-visual mediums brought about by radio and television broadcasting” (Journal of the Sessions n.º 160, 4^th of December, 1964, p. 3976). As a matter of fact, he states that “the new technical-pedagogical structure that is aimed at educating through audio-visual mediums, by means of radio and television broadcasts”, particularly the latter, which was “created just over a year ago”, already show signs of “being on par, quality-wise, with its foreign counterparts”, and that “the successful experiments and the positive results that have been achieved with educational television during the year have naturally paved the way for the implementation of the Telescola within the framework conceived by the Minister for National Education” (Idem, p. 3979). It was, of course, a matter of “through the Telescola broadcasting (...) provide education to not only to school-age individuals but to all who wish to take advantage of it”. Nevertheless, Carvalho also sought to calm the attending representatives, by stating: “Keep in mind that the existence of Telescola cannot do away with the need for the presence and action of the teacher, for doing so would distort the specific function of the audio-visual mediums” (Journal of the Sessions n.º 160, 1964, p. 3979). In his words “Thanks to the resources of the technical sphere we can now bring image and sound to the school environment. And since the children’s exterior world is chiefly audio-visual in nature, it would be negligent on our part to underestimate an auxiliary tool of major importance, one which we can turn to and employ in an effective manne” (Idem). He ends his speech by asserting that “The Telescola will not be a pretext to spectacles nor auditions, let alone for recreational sessions, for it requires the active engagement of the students and excludes merely passive attitudes. Each lesson will have a duration that is compatible with its target audience's own attention span, in order to be integrated in the activities of the classroom, through a preparation that will precede the broadcast and through the use and in-depth exploration of the subjects learned immediately after”. This will consequently demonstrate “that the teacher or monitor studied the broadcasting schedule and that he elaborated the tests and other supplementary work, which will be the natural and logical extension of the program” (Ibidem). In Carvalho’s opinion, “To go against these principles is to ignore the bases of the audio-visual mediums provided by television and to deny the advantages of a rich, alive and modern pedagogical method, capable of awaking the children’s faculties to the revelation of new capacities for the broadening of their knowledge and culture”. Only by following these rules can the Telescola “play a preponderant role in the dissemination and expansion of the Portuguese culture”. And he ends his discourse with the following remarks: “without eschewing the instruction that teachers should receive, for they are and will always be the basis of the structure of education, we should not ignore the applications of the audio-visual mediums that radio and television” (Ibidem). For all that he mentioned, the representative gave his “vote of approval, in general, to the Intercalary Development Plan to 1965-1967, with the modifications suggested by the Corporative Chamber” (Ibidem).

José Alberto de Carvalho, an elementary school teacher and representative elected by the constituency of Porto (^{Tavares Castilho, 2009}), took part in the discussion of the bill proposal for authorisation of revenues and expenditures to the fiscal year of 1965 (Law of Means), during the 160^th Session of the National Assembly, that took place on 10^th of December 1964. At a certain point during the session, he praises the policies adopted by the Ministry for National Education, to which “the intelligent and dynamic character of Minister Galvão Teles give life and activity” (Journal of the Sessions, n.º 165, 11^th of December, 1964, p. 4105), among which, in addition to the announced modifications to the programs of universities and high schools, “are added, with the publication of the Decree-Law nº 45 810, the extension of compulsory education to six years and the announcement to the country that the Telescola would be implemented shortly” (Idem, p. 4106). In his statements on the matter, he takes a peremptory stance by affirming: “if any doubts should remain regarding the execution of the Decree nº 45 810, due to the scarcity of means observed, and, indeed, emphasised, it seems to me that the Ministry proceeded well in announcing the creation of the Telescola; for it will be, I am certain, a valuable asset to the concretisation of the legal measure” (Ibidem). In essence, de Caravalho appears to believe in the “benefits that will be reaped in the future sowed by the Telescola” (Ibidem).

At the 173^rd Session of the National Assembly (13^th of January 1965), Mário de Figueiredo, University professor with a PhD. in Law by the University of Coimbra (^{Tavares Castilho, 2009}) addresses the attending representatives before the scheduled agenda to inform them that “For the purposes of the provisions of paragraph 3, concerning article 109 of the Constitution, the Government Gazettes no. 302, 303, 304 and 305, 1st series, nº 28, 29, 30 and 31 of the previous month , which include Decrees-Law nº (...) 46 135, which establishes the Institute of AudioVisual Education Mediums in the Ministry for National Education and defines its purposes and attributions; 46 136, which creates in the Ministry for the National Education, in dependence of the Institute of Audio-Visual Education Mediums, a Telescola destined to the creation of courses of broadcasting and educational television” (Journal of the Sessions n.º 173, 14^th of January, 1965, p 4250-4251).

During the 193^rd Session of the National Assembly, that took place on the 24^th of March, 1965, José Fernando Nunes Barata, a lawyer, the representative elected by the constituency of Coimbra (Tavares Castilho, 2009), before the scheduled discussion, referred to the implementation of the Telescola in Portugal, created by the Decree-Law nº 46 136 (31^st of December, 1964), emphasising what the most recent international publications had previously stated: “the audiovisual mediums of education «which are urged to play an important role, and, indeed, already do play it in several countries, as auxiliary tools in education», are also being considered to be employed in Portugal (cf for instance, the publication of ONU’s L’enseignment et la Formation Professionnelle, 1964)” (Journal of the Sessions n.º 193, 25^th of March, 1965, p. 4613).

Miguel Augusto Pinto de Meneses, the representative elected by the constituency of Lisbon (^{Tavares Castilho, 2009}), one of the speakers in Session nº 4 (IX Legislature) of the National Assembly, in the 9^th of December, 1965, during his speech in the discussion of the bill proposal concerning the authorisation of revenues and expenditures for the year of 1966, states the following: “Following the conclusion of the campaign against illiteracy - a campaign that had a resounding success -, the implementation of the Telescola and the scheduled extension of the years of compulsory education, we now have the foundations for an en masse education of the country. But the road is long and impassable” (Diário das Sessões, n.º 4, 10^th of December, 1965, p. 34).

Manuel José de Almeida Braamcamp Sobral, the representative of the constituency of Santarém (^{Tavares Castilho, 2009}), while speaking, at the 52^nd Session of the National Assembly (16^th of December, 1966), about the education of the younger generation, he states that even though he is “forced to conclude that (...) schools in general are far too removed from their noble role of providing education to the younger generation”, he nevertheless refers to the Telescola in the following terms: “Something very positive has been done or prepared to aid in the development and the improvement of education, and, to only refer more recent events, I mention the Project of the Mediterranean as example and its regionalisation, the Telescola and the elaboration of the country’s education program, initiatives and works that bring honour to their authors and that had and will have not only recognition on a national scale but also international visibility” (Diário das Sessões, n.º 52, 17^th of December, 1966, p. 938).

At the 54^th session of the National Assembly (11^th of January 1967), during the continuation of the debate on Braamcamp Sobral’s prior warning regarding the education of younger generations, José Alberto de Carvalho, taking once again the floor, stated that “it cannot be said that the Ministry for National Education has not sought in recent years to take actions worthy of praise. The extension of compulsory education was decreed, the Institute for High Culture was reformed, school and educational television was instated, the Institute of Audio-Visual Teaching Mediums and the Telescola were created” (Journal of the Sessions n.º 54, 12^th of January, 1967, pp. 983).

Henrique Veiga de Macedo, a representative elected by the constituency of Aveiro (^{Tavares Castilho, 2009}), in the (Extraordinary) 91^st Session of the National Assembly (9^th of November, 1967) referred in a straightforward manner the following “This explosion in education - to use the word that is now en vogue - has been faced by those responsible with a decision-making spirit that is worthy of praise. The Government has arranged a multitude of providences to that end. The extension by two years of compulsory education, the merging of the first level of high school and the preparatory level of technical education and the implementation of the Telescola are instances that deserve special recognition” (Diário das Sessões n. 91, 10^th of December, 1967, p. 1697).

Following the debate on the bill proposal regarding the elaboration and execution of the Third Development Plan, at the (Extraordinary) 93^rd Session of the National Assembly (15^th of November 1967), Joaquim José Nunes de Oliveira, a university professor elected by the constituency of Braga (^{Tavares Castilho, 2009}), reminded the those attending that “It was announced that the new phase of compulsory schooling will start operating in the next school year of 1968-1969, which will take place through the complementary level of elementary education and of the preparatory cycle of secondary education, for which we work intensely to fulfil this plan. In addition, the more than 1100 rooms in the complementary level already created and the preparatory level taught through the Telescola, along with 425 reception posts, confirm the provisions inscribed in the documents that were published for this purpose (DecreeLaw nº 45 810, 9^th of July, 1964, article 4, and Decree-Law nº 47 480, 2^nd of January 1967, article 26)” (Journal of the Sessions n. 93, 16^th of November, 1967, p. 1733).

André da Silva Campos Neves, also a university professor and the elected representative by the constituency Coimbra (^{Tavares Castilho, 2009}), while attending the 105^th Session of the National Assembly (5^th of December 1967), during the debate concerning the bill proposal regarding the elaboration and execution of the Third Development Plan, intervened by stating that, aside from elementary education, the “remaining branches of education, lacking a provisional study that, in time, would allow for the preparation of everything which conditions education - be they buildings, didactic materials and teachers - in its different pedagogical, administrative, financial and functional aspects. The problem has now attained a higher degree of acuity because of the creation of the fifth and sixth years of elementary education, because of the unification of the 1º secondary and the preparatory levels of technical education and because of the needs stemming from the expansion of the Telescola” (Journal of the Sessions n. 105, 6^th of December 1967, p. 1990).

José Henriques Mouta, a clergyman and teacher, elected by the constituency of Viseu (^{Tavares Castilho, 2009}), another staunch proponent of the Telescola - particularly in rural areas - while attending the debate concerning the bill proposal regarding revenues and expenditures during 112^th Session of the National Assembly (14^th of December, 1967), is quick to inform the attendees that his speech would centre itself on “a recent initiative, but one that possesses an invariably broad perspective and is of wide social reach, so long as it remains firm, expands itself and is improved upon. It owes its existence to the Ministry for National Education and concerns the use of modern and powerful audio-visual mediums to aid education”. And the representative adds the following: “In a time marked by the generalisation of culture and by veritable droves of people turning to education, for they are hungry for «being», for «knowing» and for «valuing» - a phenomenon that has been dubbed as «explosion in education» - the Telescola provides the answer to the necessities and aspirations of our time and our people” (Journal of the Sessions n.º 112, 15^th of December 1967, p.2122). Then the representative supported his views by bringing forth an example of the Telescola’s success in the district of Viseu where, despite having only “three reception posts of the Telescola in the first two years - two in the first one and one in the second -the one that services Torredeita enabled its fourteen students to progress to the next year, without any kind of favouritism and with good marks. The reception post at Santa Cruz de Trapa, attended by twelve students in their first year of education, enabled ten of them to take the elementary level exam. All passed, with marks over 12 out of 20, and two achieved the high mark of 17 out of 20. And the one at Serrazes, attended by nineteen students in their first year of education - of whom three were forced to drop out, for various reasons -, (...) fourteen passed the exam: three with 11, one with 12, two with 13, three with 14, three with 15 and two with 17 out of 20 marks” (Idem). The representative concluded - and rightly so - that “with the Telescola, of those twenty-eight students that attended the post at Santa Cruz during these two years, only six had the economic means to carry on with their education in a technical school or a high school. One of these pupils was a 25-year-old carpenter and he achieved a score of 17 out of 20 marks in his exam (...). Two of these students were seamstresses, a 19-year-old and a 34-year old! And both passed their exams with 15 out of 20 marks! And one of the students was a 17-year-old housemaid. She worked in the morning and in the afternoon, due to the good graces of her employers (the National Foundation for Happiness at Work), attended the Telescola, oftentimes going to bed at 2 a.m. And she passed her exam, achieving 15 out of 20 marks!” (Journal of the Sessions n. 112, 1967, pp. 2122-2123). And his description of the socioeconomic background of the students that attended school in the limits of his parish did not cease to amaze: “In the school year of 1966/1967, were enrolled at the Telescola post at Serrazes ten more students in the first grade, three of whom were over 18 years of age - aside from those attending the second grade. A 14-year-old female student, whose parents, while assailed by poor health and deprived of the most basic living necessities, have a daughter that is a treasure endowed with that precious commodity that is intelligence, achieved last year a mark of 17 out of 20 in her examination!” (Idem, p. 2123). To this representative the “results yielded by the first Telescola posts and the underlying sociological issues - something that various Portuguese provinces share -, bring to mind that saying, filled to the brim with social philosophy: «I saw some men going up and others going down the road. Those ascending were using wooden clogs while those that descended had in their feet patent leather shoes...»”, which leads us to therefore conclude that “the wide range possibilities presented by the Telescola as a tool to social movement in rural areas and the realisation of their right to knowledge are evident” (Ibidem). Still according to this representative, “To the poorer rural populations the Telescola can act as the auxiliary tool to achieve social justice and prevent the younger generations from abandoning their hometowns; providing them with the tools to make the most of the local resources and equipping them with the necessary know-how to embark on endeavours of personal and collective interest”. Moreover, “even if it did not contribute in a meaningful manner to stop this rural exodus, the Telescola would nevertheless provide the invaluable service of better preparing the younger generations, of transforming many Portuguese citizens into individuals who could better serve and bring prestige to the fatherland, be they within the country or abroad” (Ibidem). And Henriques Mouta does not cease to praise and recognise the value of the Telescola: “The Telescola can and will be a decisive factor that propels the promotion of rural areas and the development of the Nation”, so much so that “the investments in it, made within the scope of the Third Development Plan, will have a profound impact in the sense of justice and humanity and a clear effect on socioeconomical productivity” (Idem, p. 2124). All the arguments that he presented up until this point leads him to naturally conclude that “The Telescola must have the understanding and support of private citizens and State entities alike, it must be allowed to multiply its initiatives, its partnerships and its resources”. Thus, it is not surprising that “The rate of its success is leading to an increase in posts throughout the country, in an environment of optimism and even of enthusiasm”. The representative concludes his speech by “agreeing with the present bill proposal being discussed, requesting that the expressions «to intensify cultural investment efforts» and «to redouble the funds available» be effectively put into practice and that a larger financial backing be used to improve the Telescola posts, therefore transforming them into tools of social justice and of cultural enrichment of rural areas” (Ibidem).

António Augusto Ferreira da Cruz, a university teacher and the representative elected by the constituency of Porto (^{Tavares Castilho, 2009}), during the debate on the previous warning made by the representative Vaz Pires concerning secondary education (131^st Session of the National Assembly, 6^th of February, 1968), highlights the “course that aims at instructing and updating the knowledge of future elementary school teachers and that is integrated in the Telescola’s syllabus, which will begin next month” (Journal of the Sessions, n.º 131, 7^th of February, 1968, p. 2384).

José Gonçalves de Araújo Novo, a servant of the corporative organisation and elected to represent the constituency of Viana do Castelo (Tavares Castilho, 2009), during 135^th Session of the National Assembly (13^th of February, 1968), concerning the continuation of the debate on the previous warning regarding State-sponsored secondary education, directs the attention of the attendees to the fact that “radio and television, while being admirable mediums for the dissemination of information, culture and entertainment, contain within themselves potential virtues and vices that should not be ignored. If they instruct, educate, entertain, distract - in essence, aid humans in coping with life's darkest facets -, they also rob them of their time and greatly reduce their attention span and their faculties” (Journal of the Sessions n.º 135, 14^th of February, 1968, p. 2433). In fact, according to Araújo Novo, “television specifically, while being a splendid medium of culture and learning, as is the case of Telescola, is not entirely blameless in the lowering of education standards nowadays” (Idem).

Custódia Lopes, a secondary school teacher born in Lourenço Marques (now Maputo) and a representative elected by the constituency of Mozambique (Tavares Castilho), during 136^th Session of the National Assembly (14^th of February, 1968), resorting to the data provided by the Provincial Education Inspection Bureau of Mozambique, states that “is extremely advantageous that the unified or preparatory level encompasses a vast portion of the school population” and insists that “this level of education becomes free in overseas territories or, at the very least, affordable to all, regardless of how diverse their social and economic backgrounds are. It would be a fair measure, in social terms, and highly relevant in the social and economic movement of the poorer portion of the overall population”. For this reason, and because the representative does not know how will the syllabuses of the unified cycle will be structured nor is she aware of “what type of preparation is required of the teachers lecturing these courses”, she recognises the importance of “an intensive training course for these teachers in the metropolis through the Telescola, from March onwards” (Journal of the Sessions, n.º 136, 15^th of February, 1968, p. 2440). She also mentions not knowing “when will these teachers, that will begin teaching in overseas territories, begin their training, but it is said that the unified level will be put into effect in the forthcoming school year. Since the school year in Mozambique usually starts in the 10^th of September, I believe that there is not much time left to the necessary and special preparation, and this is even more disheartening because the Telescola - a fast and efficient manner of teaching - is not yet available in overseas territories” (Idem). And she concludes her discourse on the topic of the Telescola by voicing her concern on the situation of education in overseas territories in the following manner: “In my opinion, since the training course is going to be broadcasted on the Telescola, it would be wise to make copies of the broadcasts in 16mm tapes and send them to elementary technical schools in Portuguese overseas territories where, I believe, the unified or preparatory level will be implemented” (Ibidem).

In this very session, José Manuel da Costa, a respected university professor at Sorbonne and at the University of Madrid and a representative elected by the constituency of Portalegre (^{Tavares Castilho, 2009}), while addressing the issues concerning the training of teachers, states that “There is now a current trend regarding pedagogical and educational activities, which doubtlessly has its merits and useful effects: teaching by audio-visual mediums, of which the Telescola is the prime example and the Radiotelevisão Portuguesa its vehicle” (Diário das Sessões n.º 136, 1968, p. 2447). In his second noteworthy discourse for our study, on the day where the State's Accounts (metropolis and overseas territories), and the Public Credit Union to the year of 1966 (146^th Session146 of the National Assembly, 8^th of March, 1968) were being discussed, the clergyman and representative Henriques Mouta, this time discoursing on higher education, again defending the right to equal opportunities of access to it by both city-dwellers and citizens living in rural areas - and in a speech that, it seems to us, was among the first proposals to extend the use of the Telescola to University-level education - affirms: “now seems pertinent to ponder on a plan to the relative decentralisation of higher education. The citizens living in rural areas are also entitled to a higher education. There are plenty of brilliant and willing minds in rural areas but, alas, they stand deprived of the necessary means to attend universities. For that reason, these institutions should go to them, so to speak, as secondary education did before it, through private schools and the Telescola” (Diário das Sessões n.º146, 9^th of March, 1968, p. 2695).

Gustavo Neto de Miranda, a Juiz Desembargador on indefinite leave and representative of the constituency of Angola (Tavares Castilho, 2009), during his participation on the debate concerning the diffusion of the Portuguese Language brought to the floor by the representative Manuel Nazaré (164^th Session of the National Assembly, 17^th of January, 1969), reminds the attendees that “three years ago, while addressing the Assembly, I had the opportunity to remind my peers (...) that television would be the more adequate medium to use within highly populated centres, such as Luanda, to begin broadcasting programs. I also pointed out the immense advantages of the Telescola system, considering its multiple action and the social environment that could benefit from it” (Journal of the Sessions n.º 164, 18^th of January, p. 2970). And he goes on, providing an answer to his own question: “Can we really question the important - perhaps «indispensable» would be the more appropriate term - role that television will play in the diffusion and learning of the Portuguese language? No, I think not” (Idem).

During the ending portion debate concerning the previous warning regarding the defence of the Portuguese Language (175^th Session of the National Assembly, 7^th of February 1969) Custódia Lopes once again emphasises the importance and relevance of the Telescola by stating that: “the modern audio-visual resources will - when correctly employed - aid teachers in education and the defence of the Portuguese language. We already have a successful experiment in Portugal - I speak, for course, of educational radio and Telescola. It has come to our attention that a plan crafted by the Institute for Audio-Visual Mediums is currently being employed in the teaching of soldiers stationed at Northern Mozambique. It would be wise to extend this plan to the entirety of the province by using radio, for televisions are not yet available there, and we hope that - for the sake of the diffusion and the defence of the Portuguese language, particularly in Mozambique -, it will reach the province sooner rather than later. The teaching of the Portuguese language must be undertaken in an up-to-date fashion, with teaching methodologies that are modern and suitable to the teaching of living languages”. (Journal of the Sessions n.º 175, 8^th of February, 1969, p. 3133).

Rafael Valadão dos Santos, a high school teacher and representative elected by the constituency of Angra do Heroísmo (^{Tavares Castilho, 2009}), even before the scheduled debate of the 190^th Session of the National Assembly (11^th of March, 1969), alludes to the activity of the Radiotelevisão Portuguesa, on its twelfth birthday, and to various aspects of its broadcasts in Azores, lauding the “role that the Telescola has been playing in the diffusion of culture and in the education of the younger generations - an aspect of such paramount importance that it alone justifies the existence of the Radiotelevisão Portuguesa” and recognising that “All have at an arm’s length away that exceptional tool, one of the most modern means for the expansion of culture. All citizens, be they wealthy or poor, and especially those who reside far away from the large urban centres, have thus an excellent opportunity to not only better themselves and improve their knowledge but also, to continue on with their own education, something that, up until that point, was impossible to them - and all this merely and almost solely thanks to the Telescola” (Diário das Sessões n.º190, 12^th of March, 1969, p. 3434).

At the 6^th Session of the National Assembly’s X Legislature (11^th of December, 1969), that had as order of the day the discussion of the bill proposal regarding the authorisation of revenues and expenditures to 1970, Eleutério Gomes de Aguiar, an elementary school teacher and representative elected by the constituency of Funchal (Tavares Castilho, 2009), on addressing the floor, states the following: “It would be an injustice to forget the measures regarding education implemented by the State during these last years, (...) And, more recently, there is much of positive and laudatory to say about the Institute of Audio-Visual Education Mediums and the Telescola, which have worked tirelessly and are working still to revolutionise education in Portugal” (Journal of the Sessions, n.º 6, 12^th of December, 1969, p. 75).

Agostinho Gabriel de Jesus Cardoso, a physician and specialist in Phthisiology, elected by that very same constituency, while addressing the National Assembly (30^th Session, 7^th of April, 1970) also took the opportunity to mention one of greatest desires: “Because it is predicted that television broadcasting services will reach Madeira during the next year, the Ministry for National Education must now direct its efforts towards bringing the Telescola to the archipelago, for the Telescola may yet prove to be one of television's greatest benefits to it” (Journal of the Sessions n.º 30, 8^th of April, 1970, pp. 578-579).

During the discussion of the bill proposal concerning the authorisation of revenues and expenditures to 1971 (56^th Session of the National Assembly, 15^th of December, 1970) Eleutério Gomes de Aguiar, while considering that the “population of Madeira and Porto Santo needs more intensive programs of educational nature and that the employment of all means to achieve that goal is not in the least an excessive effort”, he invariably affirms that “the analysis of other aspects in my district (Music and the Fine Arts, Nursing, Hotels, Agriculture, etc.) can be discussed at a later date, as well as the issues regarding permanent education and television broadcasting - particularly, the Telescola program” - but not without adding “the field of education in the archipelago will receive a large boon in the near future, since television broadcasting is planned to start shortly in Madeira” (Journal of the Sessions n.º 56, 16^th of December, 1970, 1174).

Before the order of the day, during the 74^th Session of the National Assembly (28^th of January, 1971), Francisco Manuel de Meneses Falcão, a representative elected by the constituency of Leiria, a man whose qualifications are not known (Tavares Castilho, 2009), while addressing the floor to elaborate on the issues regarding electricity in his district, took that opportunity to emphasise what has been said by referring the following particularity: “While the Telescola is praised for bringing the compulsory school age to fourteen years of age and for bringing education to modest families, with an auspicious and daring teaching methodology in place, of the two hundred and twenty six classrooms to be used in elementary education that exist outside of the municipality’s centre to serve the poorer and dispersed populations, only fifty four can actually host the Telescola program due to the lack of electricity services in the remaining one hundred and sixty-two classrooms!” (Journal of the Sessions n. 74, 29^th of January, 1971, p. 1516).

Likewise, before the order of the day, during the 80^th Session of the National Assembly (9^th of February, 1971), Agostinho Cardoso, while addressing Madeira’s issues, informs the Assembly that television is expected to reach “during the current year, Madeira and, with it, the Telescola” (Journal of the Sessions nº 80, 10^th of February, 1971, p. 1617).

Once again, before the scheduled debate, during the 98^th Session of the National Assembly (28^th of April, 1971), the representative Filipe Barreto de Lara, a lawyer and notary, elected by the constituency Angola (^{Tavares Castilho, 2009}), presented a request to the Ministry for Overseas Territories to obtain the copies of the studies conducted to proceed with the implementation of broadcasting services in Angola by stating the following: “By invoking my constitutional and regimental rights, I request that, through the Ministry of Overseas Territories, I am provided with copies of all documents concerning the installation of broadcasting services in Angola, as soon as possible - especially those documents pertaining to: a) the estimated costs of installation; b) the objective of the valorisation of the territory's population in order to accelerate its social movement, especially through the Telescola and through desirable level of programs” (Journal of the Sessions n.º 98, 29th of April, 1971, p. 1944).

Yet again, before the order of the day, during the 201^st Session of the National Assembly (28^th of November, 1972), the representative Eleutério de Aguiar addressed the floor to allude to the visit of the Head of State to the island of Madeira in the following fashion: “In addition to the inaugurations, the President of the Republic made three visits that, by themselves, more than amply justify his travels to the island”; the one that concerns the subject matter of the present paper is the one he made to “the R.T.P.'s regional broadcasting station, a vehicle for information and culture, which may play a relevant role in the promotion of our people, if and when the programs to that effect are conceived and with the previously requested creation of the web of Telescola posts” (Journal of the Sessions n.º 2001, 29^th of November, 1972, p. 3963).

Also during the 212^th Session of the National Assembly (16^th of January, 1973), before the order of the day, Artur Augusto de Oliveira Pimentel, a lawyer and representative elected by the constituency of Bragança (^{Tavares Castilho, 2009}), while making several considerations concerning the creation of new institutions for education in his district, states the following: “we can see that, in our country, the majority of the municipalities' centres already possess institutions for education, in which the primary basic education is given continuity, while in other less important municipalities education is granted through official Telescola posts - although indirectly -, with similar education methods and free of charge” (Journal of the Sessions n.º 212, 17^th of January, 1973, p. 4210). And he, referring to his district directly, adds the following: “until a few years ago, aside from primary education (...) there were only a high school, three technical schools, a high school section and a school for elementary school teachers and, a few years later, in addition to official Telescola posts, it now has twelve preparatory secondary schools - as many as the district’s municipalities - two national high schools, three technical schools, three high school sections, a section of technical education and a school for agricultural education, along with the aforementioned school for elementary school teachers” (Idem).

Maria Raquel Ribeiro, a social worker and top State official, representing the constituency of Lisbon (^{Tavares Castilho, 2009}), while addressing the attendees during the 218^th Session of the National Assembly (30^th of January, 1973), states that: “we cannot turn a blind eye to what has been accomplished in the field of the audio-visual mediums” (Journal of the Sessions n.º 218, 31^st of January, 1973, p. 4466), especially because “in 1965, 82 Telescola reception posts began their activity, in the current school year we have 1072 reception units: 639 official posts, with 13 870 students, established in the last school year, and 433 private posts servicing 7887 students. Hence, about 22000 students complete their preparatory education through a technical and pedagogical syllabus rigorously prepared and supervised by the Institute of Audio-Visual Education Mediums, which, due to recent reforms, will be known in the future as Institute of Educational Technology” (Idem). Before concluding her speech, the representative also mentions several recommendations, amongst which “2. That the processes of the Telescola and of educational television can guarantee the access to education, to teaching and to culture, something that the Ministry for National Education volunteered to do, giving particular attention to the areas that are most in need (I remind my peers of the cases of Madeira and Azores and the overseas territories - when will the necessary structures for television broadcasting will be built in these territories? Why not employ a closed circuit - something that has been so successful in S. Tomé e Príncipe during these last three years?)”; “3. That these processes can not only ensure the functioning of the preparatory level of education but also be organised to meet the needs of preprimary education”; or “4. That the Ministry for National Education is supplied with the indispensable means of circuits or television channels that allow it to bring its personal mission of teaching, of bringing culture and entertainment to our people to fruition in tandem with the remainder of the State's various departments” (Ibidem, pp. 4466 - 4467).

Once again, during the 233^rd Session of the National Assembly (1^st of March, 1973), before the order of the day, Mota Amaral, a lawyer and the elected representative of the constituency Ponta Delgada (Tavares Castilho), spoke at some length about the expansion of education in his autonomous district, voicing his concerns in the following manner: “because time runs short and we cannot tolerate a serious discrimination against children of more remote, smaller and impoverished populational centres, where the direct preparatory level of educations will only be instated at a later date, we must extend, as soon as possible, the Telescola to the autonomous district of Ponta Delgada - and, perhaps, to the whole Azores archipelago - and broadcast it in closed circuit to televisions in preparatory education classes” (Diário das Sessões n.º 233, 2th of March, 1973, p. 4701).

Yet again, before the scheduled debate, during the 244^th Session of the National Assembly (4^th of April, 1973), Valadão dos Santos praises the fact that the extension of television to the Azores archipelago was being regarded by the Radiotelevisão Portuguesa as top priority enterprise, stating “I want (...) to underline just how this attitude by RTP to reach those islands - which are so utterly destitute, in terms of telecommunications - greatly pleases me. The National Broadcaster’s signal, as my peers are aware, is terrible there; aside from local radio stations and a number of exceptions, radio stations have poor reception”, concluding later that, “A good RTP signal coverage is a must-have in that territory - or, at the very least, one that allows for a good reception of the Telescola -, for the Azoreans are Portuguese citizens too, and - needless to say -, stand among the best” (Journal of the Sessions n.º 244, 5^th of April, 1973, p. 4919).

Over the course of the discussion of the bill proposal nº25/X regarding the reforms to the education system (Session n.º 250 of the National Assembly, 12^th of April, 1973), Custódia Lopes addressed the floor to state the following: “According to what we know, the Government intends to increase the number of preparatory schools per municipality, increasing compulsory schooling through the direct preparatory level of education. Hence, we went from 136 such schools in 1968 to 316 in 1972. In addition to these institutions, we have yet another preparatory education level serviced by the Telescola posts, which have increased to 280 in number over the course of the last two years” (Journal of the Sessions n. 250, 13^th of April, 1973, p. 5042).

Before the discussion of the bill proposal regarding the reforms to the education system could resume, Eleutério de Aguiar mentioned for the third time the Telescola (253^rd Session of the National Assembly, 24^th of April, 1973) in the following manner: “it is truly remarkable the work program for short-term execution, encompassing all levels of education, including the creation of new preparatory and secondary schools, the implementation of the Telescola, the establishment of the Escola Normal Superior (lit. “Normal School for Higher Education”, a school designed to train teachers) and the incentive to the Polytechnic Institute, the revision of the workings of the Academy of Music and Fine Arts, in accordance with the reforms to education and the officialization of its courses, and the creation of a school bus service” (Journal of the Sessions n.º 253, 25^th of April, 1973, p. 5149).

At the second part of the 8^th Session nº 8 of the XI Legislature of the National Assembly (5^th of December, 1973), in which the discussion of the bill proposal of the Fourth Development Plan was resumed, the representative José Alberto de Carvalho stated: “The project demonstrates the Ministry for National Education’s apprehensions towards the great effort that the extension of compulsory education to eight years demands, especially the matters of recruiting teachers and the broadening of the education network, with the added issue of how will the acquisition of land to support this will be made. The construction of 10 680 new classrooms and the repairing and refurbishing of 10 300 classrooms to be used in primary education, is planned, while the preparatory level will be granted about 10 100 new classrooms, part of which will be Telescola posts” (Journal of the Sessions n.º 8, 6^th of December, 1973, p. 96).

Finally, prior to the scheduled debate of the 49^th Session of the National Assembly, (5^th of April, 1974), the representative Alberto Eduardo Nogueira Lobo de Alarcão e Silva, a researcher at the Centre for the Study of Agrarian Economy of the Calouste Gulbenkian Foundation, elected by the constituency of Lisbon (^{Tavares Castilho, 2009}), while evaluating the land planning policy and the rural improvements in the scope of the discussion of the bill proposal on the Fourth Development Plan for 1974-1979, remarked the following: “In rural areas, installation of the Telescola can be a precious auxiliary tool, and, likewise, we must not forget the need for housing for teachers, school canteens, the establishment of libraries, etc.” (Diário das Sessões n.º 49, 6^th of April, 1974, p. 958).

2.2 Corporative Chamber

The results obtained in the virtual archive by searching the keyword “Telescola” only revealed 4 pages in 3 distinct minutes: the first reference dates from 30/06/1967 and the last reference dates from 15/07/1971. The first of these is the assessment of the project of the bill proposal n.º 4/IX (Third Development Plan to 1968-1973), published in the Actas da Câmara Corporativa (lit. ‘Minutes of the Corporative Chamber’) nº 56, of 30^th of June, 1967, that, when referring to Infrastructures, in Section I, of Education and investigation regarding teaching, contains some of the reforms have been put in effect by the Ministry for National Education: “The Institute of Audio-Visual Education Mediums was founded (Decree-Law nº 46 135, 31^st of December, 1964), an organisation with the mission of promoting the use of audio-visual mediums as educational and teaching tools. The Telescola was simultaneously created (Decree-Law nº 46136, of the same date), as a branch program of the aforementioned institution, a program that has been playing a pivotal role, and one that has a tendency to expand itself, bringing certain types of education to many of those who, without it, could not have access to education. And by the influence of the abovementioned document (Decree-Law nº 45 418, 9^th of December, 1963), the Centre for the Studies of Audio-Visual Pedagogy was created, with the aim of acting as an entity that provides scientific support to the aforementioned activities and, in particular, to promote the instruction of the teaching staff in the respective methodologies” (p. 825).

Also in the Minutes of the Corporative Chamber n.º 115, from 18^th of December, 1968, figures the assessment of the project of the bill proposal nº 4/IX (the reorganisation of the Casas do Povo and rural welfare) where the following passage can be read: “A clear notion of the development of the activities of sociocultural promotion also provides us the specifications of the different modalities in effect, through the supervision of the Central Board of the Casas do Povo, of the Board of Social Action and of the National Foundation for Happiness at Work and also in collaboration with the Institute of Audio-Visual Education Mediums (...). In the previous year, 47 Telescola reception posts were installed in casas do povo, as well as about 200 centres of supervised reading” (p. 1997).

Lastly, in a chart with the data regarding attendance in metropolitan schools (1968 - 1969), published in the Minutes of the Corporative Chamber n.º 74, 15^th of July, 1971, it is possible to comprehend the importance of the Telescola posts and their respective attendance rate in the scope of compulsory preparatory education (p. 905). In paragraph 30 of the assessment by the representatives of the project of the bill proposal nº 5/X it is stated that “In the so-called permanent education, not only the Telescola but the study by correspondence may yet become pivotal programs” (Idem, p. 921).

Indeed, we are before very sparse references, far less rich in content and useful to a researcher, mere references to the legal framework. Nevertheless, these references are not, by and large, uncomplimentary to the role that the Telescola had been playing and could play in the future.

Ciclo Preparatório TV

Diário das Sessões n.º 78, de 5 de fevereiro de 1971, X Legislatura, Sessão n.º 78 da Assembleia Nacional, em 4 de fevereiro, pp. 1571-1594. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional. Acedido a 13 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/10/02/078/1971-02-04

Diário das Sessões n.º 206, de 13 de dezembro de 1972, X Legislatura, Sessão n.º 206 da Assembleia Nacional, em 12 de dezembro, pp. 4051-4080. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional-Casa da Moeda. Acedido a 14 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/10/04/206/1972-12-12

Diário das Sessões n.º 252, de 14 de abril de 1973, X Legislatura, Sessão n.º 252 da Assembleia Nacional, em 13 de abril, pp. 5091-5118. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional-Casa da Moeda. Acedido a 16 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/10/04/252/1973-04-13

Diário das Sessões n.º 21, de 1 de fevereiro de 1974, XI Legislatura, Sessão n.º 20 da Assembleia Nacional, em 31 de janeiro, pp. 435-450. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional-Casa da Moeda. Acedido a 16 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/11/01/021/1974-01-31

Televisão Escolar DS

Diário das Sessões n.º 88, de 30 de março de 1963, VIII Legislatura, Sessão n.º 88 da Assembleia Nacional, em 29 de março, pp. 2239-2250. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional de Lisboa. Acedido a 01 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/08/02/088/1963-03-29

Diário das Sessões n.º 101, de 04 de dezembro de 1963, VIII Legislatura, Sessão n.º 101 da Assembleia Nacional, em 03 de dezembro, pp. 2513-2528. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional de Lisboa. Acedido a 02 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/08/03/101/1963-12-03

Diário das Sessões n.º 105, de 12 de dezembro de 1963, VIII Legislatura, Sessão n.º 105 da Assembleia Nacional, em 11 de dezembro, pp. 2705-2732. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional de Lisboa. Acedido a 02 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/08/03/105/1963-12-11

Diário das Sessões n.º 120, de 23 de janeiro de 1964, VIII Legislatura, Sessão n.º 120 da Assembleia Nacional, em 22 de janeiro, pp. 2963-2976. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional de Lisboa. Acedido a 02 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/08/03/120/1964-01-22

Diário das Sessões n.º 121, de 24 de janeiro de 1964, VIII Legislatura, Sessão n.º 121 da Assembleia Nacional, em 23 de janeiro, pp. 2977-2996. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional de Lisboa. Acedido a 02 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/08/03/121/1964-01-23

Diário das Sessões n.º 160, de 4 de dezembro de 1964, VIII Legislatura, Sessão n.º 160 da Assembleia Nacional, em 3 de dezembro, pp. 3963-3993. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional de Lisboa. Acedido a 02 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/08/04/160/1964-12-03

Diário das Sessões n.º 173, de 14 de janeiro de 1965, VIII Legislatura, Sessão n.º 173 da Assembleia Nacional, em 13 de janeiro, pp. 4249-4267. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional de Lisboa. Acedido a 03 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/08/04/173/1965-01-13

Diário das Sessões n.º 193, de 25 de março de 1965, VIII Legislatura, Sessão n.º 193 da Assembleia Nacional, em 24 de março, pp. 4611-4625. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional de Lisboa. Acedido a 03 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/08/04/193/1965-03-24

Diário das Sessões n.º 54, de 12 de janeiro de 1967, IX Legislatura, Sessão n.º 54 da Assembleia Nacional, em 11 de janeiro, pp. 967-986. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional de Lisboa. Acedido a 07 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/09/02/054/1967-01-11

Diário das Sessões n.º 255, de 27 de abril de 1973, X Legislatura, Sessão n.º 255 da Assembleia Nacional, em 26 de abril, pp. 5207-5263. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional-Casa da Moeda. Acedido a 16 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/10/04/255/1973-04-26

Televisão Educativa

Diário das Sessões n.º 105, de 12 de dezembro de 1963, VIII Legislatura, Sessão n.º 105 da Assembleia Nacional, em 11 de dezembro, pp. 2705-2732. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional de Lisboa. Acedido a 02 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/08/03/105/1963-12-11

Diário das Sessões n.º 120, de 23 de janeiro de 1964, VIII Legislatura, Sessão n.º 120 da Assembleia Nacional, em 22 de janeiro, pp. 2963-2976. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional de Lisboa. Acedido a 02 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/08/03/120/1964-01-22

Diário das Sessões n.º 122, de 30 de janeiro de 1964, VIII Legislatura, Sessão n.º 122 da Assembleia Nacional, em 29 de janeiro, pp. 2997-3030. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional de Lisboa. Acedido a 02 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/08/03/122/1964-01-29

Diário das Sessões n.º 193, de 25 de março de 1965, VIII Legislatura, Sessão n.º 193 da Assembleia Nacional, em 24 de março, pp. 4611-4625. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional de Lisboa. Acedido a 03 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/08/04/193/1965-03-24

Diário das Sessões n.º 54, de 12 de janeiro de 1967, IX Legislatura, Sessão n.º 54 da Assembleia Nacional, em 11 de janeiro, pp. 967-986. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional de Lisboa. Acedido a 07 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/09/02/054/1967-01-11

Diário das Sessões n.º 175, de 8 de fevereiro de 1969, IX Legislatura, Sessão n.º 175 da Assembleia Nacional, em 7 de fevereiro, pp. 3125-3141. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional de Lisboa. Acedido a 10 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/09/04/175/1969-02-07

Diário das Sessões n.º 218, de 31 de janeiro de 1973, X Legislatura, Sessão n.º 218 da Assembleia Nacional, em 30 de janeiro, pp. 4451-4467. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional-Casa da Moeda. Acedido a 14 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/10/04/218/1973-01-30

Diário das Sessões n.º 255, de 27 de abril de 1973, X Legislatura, Sessão n.º 255 da Assembleia Nacional, em 26 de abril, pp. 5207-5263. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional-Casa da Moeda. Acedido a 16 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/10/04/255/1973-04-26

Ciclo Preparatório TV

Diário das Sessões n.º 78, de 5 de fevereiro de 1971, X Legislatura, Sessão n.º 78 da Assembleia Nacional, em 4 de fevereiro, pp. 1571-1594. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional. Acedido a 13 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/10/02/078/1971-02-04

Diário das Sessões n.º 206, de 13 de dezembro de 1972, X Legislatura, Sessão n.º 206 da Assembleia Nacional, em 12 de dezembro, pp. 4051-4080. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional-Casa da Moeda. Acedido a 14 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/10/04/206/1972-12-12

Diário das Sessões n.º 252, de 14 de abril de 1973, X Legislatura, Sessão n.º 252 da Assembleia Nacional, em 13 de abril, pp. 5091-5118. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional-Casa da Moeda. Acedido a 16 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/10/04/252/1973-04-13

Diário das Sessões n.º 21, de 1 de fevereiro de 1974, XI Legislatura, Sessão n.º 20 da Assembleia Nacional, em 31 de janeiro, pp. 435-450. Lisboa: Secretaria da Assembleia Nacional/Imprensa Nacional-Casa da Moeda. Acedido a 16 de fevereiro 2017. Retrieved from: http://debates.parlamento.pt/catalogo/r2/dan/01/11/01/021/1974-01-31