<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022014000401045</article-id>
<article-id pub-id-type="doi">10.1590/s1517-97022014041384</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Faces e metamorfoses do poder: uma sociografia dos ministros da educação no Portugal democrático]]></article-title>
<article-title xml:lang="en"><![CDATA[Faces and metamorphoses of power: a sociography of the Portuguese ministers of education in the democratic era]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abrantes]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Roldão]]></surname>
<given-names><![CDATA[Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Aberta  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Universitário de Lisboa ISCTE CIES]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Universitário de Lisboa ISCTE CIES]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>40</volume>
<numero>4</numero>
<fpage>1045</fpage>
<lpage>1060</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022014000401045&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022014000401045&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022014000401045&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente artigo caracteriza o perfil e a trajet&#243;ria social dos 27 agentes que ocuparam o cargo de ministro da Educa&#231;&#227;o em Portugal, desde a revolu&#231;&#227;o democr&#225;tica de 1974. Busca-se, com este estudo, contribuir para a an&#225;lise dos grupos, interesses e ideologias que t&#234;m governado o sistema educativo no pa&#237;s, nas &#250;ltimas d&#233;cadas. Partimos de um quadro te&#243;rico em que se cruzam os estudos a respeito das elites pol&#237;ticas com as pesquisas sobre pol&#237;ticas educativas. Ap&#243;s um debate acerca da volatilidade do cargo, a an&#225;lise centra-se na compreens&#227;o de um padr&#227;o observado: a larga maioria dos ministros s&#227;o homens, nascidos em Lisboa, formados em certas escolas e cursos, com mestrado ou doutorado. Em geral, apresentam-se como independentes, t&#234;m carreiras ligadas &#224; doc&#234;ncia universit&#225;ria, &#224; administra&#231;&#227;o p&#250;blica e, em alguns casos, tamb&#233;m &#224; administra&#231;&#227;o de empresas e funda&#231;&#245;es. &#201; poss&#237;vel, ainda assim, observar mudan&#231;as ao longo das &#250;ltimas d&#233;cadas, nomeadamente, quanto &#224; &#225;rea de forma&#231;&#227;o: os historiadores e fil&#243;sofos do per&#237;odo revolucion&#225;rio foram substitu&#237;dos por engenheiros, nos anos 1980 e 1990, e, mais recentemente, por economistas e soci&#243;logos. A forma&#231;&#227;o p&#243;s-graduada no estrangeiro, sobretudo na Inglaterra e nos Estados Unidos, tamb&#233;m consiste em um recurso importante. Conclui-se que, apesar das mudan&#231;as geradas pelos processos democr&#225;ticos, os ministros da Educa&#231;&#227;o mantiveram um perfil muito espec&#237;fico, buscando conciliar as elites pol&#237;tico-econ&#244;mica e cultural-intelectual, mas mantendo a distin&#231;&#227;o (e tens&#227;o) relativamente ao campo educativo e aos seus agentes, em particular, aos professores do ensino b&#225;sico e secund&#225;rio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article analyzes the profiles and social pathways of the 27 people who occupied the position of Minister of Education from the 1974 democratic revolution onwards as a way of exploring the groups, interests and ideologies governing the education system. It is based on a theoretical framework that combines research into political elites and education policies. After a discussion of the volatility of the position, our analysis focuses on the pattern found. The vast majority of the ministers of education have been men, born in Lisbon, educated in different schools and disciplinary fields, including a master's degree or PhD. Furthermore, most of them introduced themselves as independents and their occupations included university professors and managers, usually in the civil service but also with private companies or foundations in some cases. Nonetheless, there have been some shifts in recent decades, especially in their field of studies: historians and philosophers from the revolutionary years were replaced by ministers with degrees in engineering in the 1980s and 90s, and more recently by economists and sociologists. Graduate studies abroad, especially in England and in United States, has been an important resource. In the conclusions, we argue that, despite changes made by democratic procedures, ministers of education have preserved a very specific profile, as a way of balancing political-economic and cultural-intellectual elites, on the one hand, while maintaining a distinction (and tension) towards the compulsory and high-school education staff, on the other.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Elite Política]]></kwd>
<kwd lng="pt"><![CDATA[Governo]]></kwd>
<kwd lng="pt"><![CDATA[Democracia]]></kwd>
<kwd lng="pt"><![CDATA[Sistema Educativo]]></kwd>
<kwd lng="en"><![CDATA[Elite]]></kwd>
<kwd lng="en"><![CDATA[Politics]]></kwd>
<kwd lng="en"><![CDATA[Government]]></kwd>
<kwd lng="en"><![CDATA[Democracy]]></kwd>
<kwd lng="en"><![CDATA[Educational System]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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