<?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>2236-3459</journal-id>
<journal-title><![CDATA[História da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Hist. Educ.]]></abbrev-journal-title>
<issn>2236-3459</issn>
<publisher>
<publisher-name><![CDATA[Associação Sul-Rio-Grandense de Pesquisadores em História da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2236-34592023000100126</article-id>
<article-id pub-id-type="doi">10.1590/2236-3459/128695</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[COM O MAR POR MEIO&#8221;: PATRIMONIALIZAÇÃO ESCOLAR EM INSTITUIÇÕES EDUCATIVAS LUSO-BRASILEIRAS]]></article-title>
<article-title xml:lang="es"><![CDATA[&#8220;CON EL MAR POR MEDIO&#8221;: PATRIMONIALIZACIÓN ESCOLAR EN INSTITUCIONES EDUCATIVAS LUSO-BRASILEÑAS]]></article-title>
<article-title xml:lang="en"><![CDATA[&#8220;WITH THE SEA IN THE MIDDLE&#8221;: SCHOOL PATRIMONIALIZATION IN PORTUGUESE-BRAZILIAN EDUCATIONAL INSTITUTIONS]]></article-title>
<article-title xml:lang="fr"><![CDATA[«AVEC LA MER À TRAVERS»: PATRIMONIALISATION SCOLAIRE DANS LES INSTITUTIONS ÉDUCATIVES LUSO BRÉSILIENNES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[João Paulo Gama]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chaloba]]></surname>
<given-names><![CDATA[Rosa Fátima de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[São Cristóvão SE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2236-34592023000100126&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2236-34592023000100126&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2236-34592023000100126&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo do artigo consiste em refletir sobre a constituição de espaços de memória em instituições educativas luso-brasileiras entre o final do século XX e início do XXI. Apresentamos exemplos de &#8220;lugares para lembrar&#8221; dos &#8220;restos&#8221; da escola instituídos na região Nordeste do Brasil e em Portugal, seguidos de algumas reflexões acerca dos desafios que se impõem ao patrimônio educativo. Existem práticas de patrimonialização escolar que atravessam o oceano e muitas outras específicas da singularidade da história de cada país, dialogando diretamente com as instituições educacionais que estabelecem as finalidades da memória na construção do passado salvaguardado e exposto. Se em Portugal, temos o destaque para os museus e trabalhos dos sujeitos das próprias escolas, no Nordeste do Brasil, cresce o número de memoriais da rede de institutos federais, além dos centros de memória e projetos vinculados aos grupos de pesquisa da área da História da Educação. O estudo aponta para a necessidade de uma maior troca de experiências, aprendizagens, erros e acertos ao lidar com o passado da escola, seja em redes internacionais, nacionais ou locais, que de alguma forma potencializem o debate sobre o lugar da escola do passado e do presente na constituição de uma sociedade mais democrática e cidadã.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo del artículo consiste en reflejar sobre la constitución de espacios de memoria en instituciones educativas luso-brasileñas entre el fin del siglo XX e inicio del XXI. Presentamos ejemplos de &#8220;lugares para recordar&#8221; de las &#8220;sobras&#8221; de la escuela instituidas en la región Noreste de Brasil y en Portugal, seguido de algunas reflexiones acerca de los retos que se imponen al patrimonio educativo. Existen prácticas de patrimonialización escolar que cruzan el océano y muchas otras específicas de la singularidad de la historia de cada país, relacionando directamente con las instituciones educacionales que establecen las finalidades de la memoria en la construcción del pasado salvaguardado y expuesto. Si en Portugal, tenemos el enfoque para los museos y trabajos de los sujetos de las propias escuelas, en el Noreste de Brasil, crece el número de memorias de la esfera de institutos federales, además de los centros de memoria y proyectos vinculados a los grupos de investigaciones del área de la Historia de la Educación. El estudio apunta para la necesidad de cambio de experiencias, aprendizajes, errores y aciertos al lidiar con el pasado de la escuela, sea en conexiones internacionales, nacionales o locales, que de alguna forma potencialicen el debate sobre el lugar de la escuela del pasado y del presente en la constitución de una sociedad más democrática y ciudadana.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article seeks to reflect on the constitution of memory spaces in Portuguese-Brazilian educational institutions between the end of the 20th century and the beginning of the 21st. We present examples of &#8220;places to remember&#8221; of school &#8220;remains&#8221; established in the Northeast region of Brazil and in Portugal, followed by some reflections on the challenges that are imposed on the educational heritage. There are school heritage practices that cross the ocean and many others specific to the uniqueness of each country's history, dialoguing directly with educational institutions that establish the purposes of memory in the construction of the safeguarded and exposed past. On the one hand, in Portugal, museums and the works of school subjects themselves are to be highlighted; on the other, in the Northeast of Brazil, the number of memorials of the network of federal institutes grows, in addition to memory centers and projects linked to research groups in the area of &#8203;&#8203;History of Education. The study points to the need for a greater exchange of experiences, learning, mistakes, and successes when dealing with the school's past, whether in international, national or local networks. The desired outcome is to enhance the debate about the place of the past and the present of the school in the construction of a more democratic and citizen society.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Le but de cet article est de réfléchir à la constitution d&#8217;espaces de mémoire dans les institutions éducatives luso brésiliennes entre la fin du XXe. siècle et le début du XXIe siècle. Nous présentons des exemples de &#8220;lieux à retenir" des "restes" de l&#8217;école institués dans la région Nord-Est du Brésil et au Portugal, suivis de quelques réflexions sur les défis qui s&#8217;imposent au patrimoine éducatif. Il y a des pratiques de patrimonialisation scolaire qui traversent l&#8217;océan et plusieurs d&#8217;autres spécifiques de la singularité de l&#8217;histoire de chaque pays, en dialoguant directement avec les institutions éducatives qui fixent les finalités de la mémoire dans la construction du passé préservé et exposé. Si au Portugal, nous avons l&#8217;importance pour les musées et les travaux des sujets de ses propres écoles, au nord-est du Brésil, le nombre de mémoriaux du réseau d'institutions fédéral se développe, ainsi que les centres de mémoires et projets liés aux groupes de recherche du domaine de l&#8217;histoire de l&#8217;éducation. L&#8217;étude indique la nécessité de plus grandes quantités d'échange des expériences, des apprentissages, des erreurs et des résultats positifs en liant le passé d&#8217;école, en réseaux internationaux, nationaux ou même en locaux, qui aliment en quelque sorte le débat sur la place de l'école dans le passé et du présent dans la constitution d'une société plus démocratique et citoyenne.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Espaços de memória escolar]]></kwd>
<kwd lng="pt"><![CDATA[História da Educação Luso-Brasileira]]></kwd>
<kwd lng="pt"><![CDATA[Patrimonialização escolar]]></kwd>
<kwd lng="pt"><![CDATA[Patrimônio Educativo]]></kwd>
<kwd lng="es"><![CDATA[Espacios de memoria escolar]]></kwd>
<kwd lng="es"><![CDATA[Historia de la Educación Luso-brasileña]]></kwd>
<kwd lng="es"><![CDATA[Patrimonialización escolar]]></kwd>
<kwd lng="es"><![CDATA[Patrimonio Educativo]]></kwd>
<kwd lng="en"><![CDATA[School memory spaces]]></kwd>
<kwd lng="en"><![CDATA[History of Portuguese-Brazilian Education]]></kwd>
<kwd lng="en"><![CDATA[School patrimonialization]]></kwd>
<kwd lng="en"><![CDATA[Educational Heritage]]></kwd>
<kwd lng="fr"><![CDATA[L&#8217;espace de mémoire]]></kwd>
<kwd lng="fr"><![CDATA[L&#8217;histoire de l&#8217;éducation luso brésilienne]]></kwd>
<kwd lng="fr"><![CDATA[Patrimonialisation scolaire]]></kwd>
<kwd lng="fr"><![CDATA[Patrimoine éducatif]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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