<?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>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872022000100287</article-id>
<article-id pub-id-type="doi">10.21814/rpe.24676</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Perspectiva histórica y emocionalidad en la formación del profesorado de Historia portugués y español]]></article-title>
<article-title xml:lang="en"><![CDATA[Historical perspective and emotionality in the training of Portuguese and Spanish History teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[Perspectiva histórica e emocionalidade na formação de professores de História portugueses e espanhóis]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carril-Merino]]></surname>
<given-names><![CDATA[María Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solé]]></surname>
<given-names><![CDATA[Maria Glória Parra Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez-Agustí]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Valladolid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>35</volume>
<numero>1</numero>
<fpage>287</fpage>
<lpage>309</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872022000100287&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872022000100287&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872022000100287&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este artículo se presentan los resultados de un estudio que tiene como finalidad evaluar la capacidad de adoptar perspectiva histórica por parte de futuros profesores de Historia de Educación Secundaria, portugueses y españoles. Para ello, se utiliza una muestra de dos grupos equiparables, constituidos por 52 alumnos de la Universidad de Valladolid (España) y 42 alumnos de la Universidade do Minho (Portugal). El estudio se desarrolla en paralelo en los dos grupos y utiliza como estrategia una actividad de contrariedad sobre el trabajo infantil en la minería del siglo XIX, donde la emocionalidad está fuertemente implicada. Metodológicamente, esta investigación se plantea desde el paradigma cualitativo mediante la interpretación de las narrativas de los informantes y su sistematización en función de cuatro categorías progresivas, que van desde una adopción de perspectiva condicionada por el presente hasta una comprensión histórica ambientada en las condiciones de vida proletarias. Por último, se exploran las diferencias de perspectiva histórica, si las hubiera, en función de la variable independiente del género. Los resultados de la investigación muestran que, en ambos colectivos universitarios, la mayor parte de los estudiantes de Máster se agrupan en los niveles intermedios de empatía histórica y solo un pequeño grupo de los profesores de Historia en formación realiza explicaciones plenamente contextualizadas. En consecuencia, se puede considerar que el factor emocional, cuando vulnera el marco de valores de la sociedad actual, aleja a la muestra de los patrones de la época y no favorece la comprensión compleja del contexto histórico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article presents the results of a study that aims to assess the ability of future Portuguese and Spanish teachers of History of Secondary Education to adopt a historical perspective. In order to achieve this, a sample of two comparable groups is used, consisting of 52 students from the University of Valladolid (Spain) and 42 students from the University of Minho (Portugal). The study is carried out in parallel with the two groups and uses as a strategy a contradicting activity using child labour in mining in the 19th century, where emotionality is strongly involved. Methodologically, this research approaches the qualitative paradigm through the interpretation of the informants' narratives and their systematization based on four subsequent categories, ranging from an adoption of perspective conditioned by the present to a historical understanding set in the proletarian life conditions. Finally, differences in historical perspective, if any, are explored based on the independent variable of gender. The results of the research show that, in both university groups, most of the Master' s students are grouped at intermediate levels of historical empathy and only a small group of the History teachers in training make fully contextualized explanations. Consequently, it can be considered that the emotional factor, when it violates the value framework of today's society, distances the sample from the patterns of the time and does not favour a complex understanding of the historical context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo apresenta os resultados de um estudo que visa avaliar a capacidade dos futuros professores de História do ensino secundário portugueses e espanhóis de adotar uma perspectiva histórica. Para tal, utiliza-se uma amostra de dois grupos comparáveis, composta por 52 alunos da Universidade de Valladolid (Espanha) e 42 alunos da Universidade do Minho (Portugal). O estudo é desenvolvido paralelamente nos dois grupos e utiliza como estratégia uma atividade de contrariedade sobre o trabalho infantil na mineração do século XIX, onde a emocionalidade está fortemente presente. Metodologicamente, esta pesquisa é abordada a partir do paradigma qualitativo, por meio da interpretação das narrativas dos informantes, e sistematizada a partir de quatro categorias progressivas, que vão desde a adoção de uma perspetiva condicionada pelo presente até uma compreensão histórica contextualizada pelas condições de vida do proletariado. Por último, exploram-se as diferentes perspetivas históricas, se as houver, em função da variável independente de género. Os resultados da investigação mostram que, nos dois grupos universitários, a maior parte dos estudantes do Mestrado agrupam-se nos níveis intermédios de empatia histórica e só um pequeno grupo de futuros professores de História procede a explicações plenamente contextualizadas. Em consequência, pode-se considerar que o fator emocional, quando viola o quadro de valores da sociedade atual, afasta a amostra dos padrões da época e não favorece uma compreensão complexa do contexto histórico.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Empatía histórica]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la historia]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Máster de Secundaria]]></kwd>
<kwd lng="es"><![CDATA[Trabajo infantil.]]></kwd>
<kwd lng="en"><![CDATA[Historical empathy]]></kwd>
<kwd lng="en"><![CDATA[History teaching]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Secondary Master' s Degree]]></kwd>
<kwd lng="en"><![CDATA[Child labour.]]></kwd>
<kwd lng="pt"><![CDATA[Empatia histórica]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de história]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Mestrado de ensino do secundário]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho infantil.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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