O Encontro de Investigação em Educação Matemática (EIEM) 2025 realiza-se nos dias 21 e 22 de novembro de 2025, no Instituto de Educação da Universidade de Lisboa, tendo como tema Educação Matemática na Era Digital.

O EIEM 2025 destina-se a todos os investigadores, formadores ou professores que se interessem pela investigação em Educação Matemática. Este encontro tem como propósito principal refletir sobre trabalhos de investigação, concluídos ou em curso, relativos a múltiplos aspetos associados à Educação Matemática na Era Digital, partilhando resultados de investigação e perspetivando futuras investigações sobre o tema.

O programa do encontro contempla duas conferências e um painel plenário, com a participação de investigadores nacionais e estrangeiros, e também sessões em paralelo, organizadas segundo três grupos de discussão, onde serão discutidos e analisados trabalhos de investigação apresentados pelos participantes através de comunicações ou pósteres.

Mais informações: https://eiem2025.spiem.pt/

Notes from a small island: Reflecting on the impact of diversity on Irish educational provision in the 21st Century’

Over the past thirty years, Ireland, like much of Europe, has undergone profound demographic change, with migration, mobility, and shifting cultural identities reshaping the fabric of its schools and communities. Within this evolving context, questions around the definition and measurement of quality in education have assumed increasing importance.

In response, my work has explored how these questions can be reconceptualised through a culturally responsive lens, providing a framework by which educational quality and equity can be assessed in ways that respect and affirm diversity. What began as an exploration of how school systems define and operationalise quality has developed into a focus on how embedding cultural responsiveness within school inspection and evaluation changes how we understand ourselves as educators.

This work has gradually expanded into broader domains, including leadership, initial teacher education, and student voice, reflecting the multiple dimensions of cultural responsivity now recognised as essential to educational provision. These themes, developed and refined over the course of a career spent observing and contributing to Irish education from “a small island,” highlight not only the challenges but also the transformative opportunities diversity has brought to 21st-century schooling.

Joe O’Hara • DCU Institute of Education, Irlanda

Full Professor of Education and is a member of the School of Policy and Practice in the DCU Institute of Education. He is Director of EQI- The Centre for Evaluation, Quality and Inspection and an Affiliate Faculty Member of the Centre for Culturally Responsive Evaluation and Assessment at the University of Illinois at Urbana Champaign. Joe O’Hara is a Past President of the Educational Studies Association of Ireland and was a member of the Teaching Council of Ireland from 2012-2016. He was was Head of the School of Education Studies, DCU from 2010 to 2016. Joe O’Hara was a member of the Board of Directors of the Association for Personal Services Overseas (APSO) from 2002-2004 and represented Ireland on the Council of the European Educational Research Association from 2008 to 2013. He was also President of EERA from 2018 -2023. He is a Director and Founding Member of the Irish Evaluation Network and is a member of the Board of the Centre for Talented Youth, Ireland. Joe O’Hara is a President the European Alliance for Social Sciences and Humanities and is President-Elect of the World Educational Research Association.

Social pathologies in education: migration, gender, and inequalities in China 

The adverse effects of globalization in education are cruelly felt in both South and North countries. They are experienced in extended neo-liberal policies and privatization or weakened care and welfare for the most disadvantaged. The spread of capitalism accelerates technical and managerial modernizing processes, with profitable investments in human capital using neuroscience, digitalization and AI as a source of legitimation.

This intensified international competition strengthens inequalities and discriminations, while fostering feelings of humiliation and injustice for those who are not considered of as “talented” of “gifted” and being excluded, despite inclusive policies, from paths to “meritocratic” excellence and cosmopolitan elite. But social barriers are even higher for those who are far from big cities where education and employment are being redefined to meet globalizing and digitalizing standards.

The quest for modernity in China leads to numerous social gaps and pathologies: suffering, burn-out and stress, often described as psychosocial risks, but also imposed migration due to urbanization, rural exodus and work uberization; competition in accessing educational resources as such as diplomas and certifications. These new impoverishing and marginalizing conditions, as the contribution shows, distort people lives and experiences by promoting individualistic interests, destroying not only traditional modes of solidarity, but also local cultures on behalf of rationalization, effectiveness and performance.

At the same time, Chinese cultural modes of existence and moral commitments are denied. These social pathologies give rise to growing claims for recognition and justice, while new kinds of alienation and dependence are developing, with Chinese minorities, particularly gender diverse individuals, facing increased victimization, racialization and stigmatization. This adds a focus on gender alongside the existing issues of race and minority status.

Dan Zhang • East China Normal University (China)

Professor and Doctoral Supervisor at the Institute of International and Comparative Education, Faculty of Education, East China Normal University (ECNU), where she also serves as Deputy Director of the institute of international and Comparative Education and Director of the Inclusive Education Research Center. She holds dual doctoral degrees in Sociology and Education.

As II Jornadas do Mestrado em Educação e Formação (MEF) do Instituto de Educação da Universidade de Lisboa (IE-ULisboa) visam contribuir para a diversificação e enriquecimento das experiências pedagógicas dos estudantes deste ciclo de estudos, assim como para reconhecer e partilhar as modalidades de envolvimento das entidades parceiras do IE-ULisboa nestes processos formativos. As Jornadas envolvem diversos momentos, incluindo a apresentação do ciclo de estudo e as suas áreas de especialidade, uma mesa redonda com entidades onde têm vindo a ser feito estágios curriculares pelos estudantes no 2º ano, a apresentação de trabalhos concluídos recentemente e workshops dinamizados por estudantes do MEF. Neste dia, faremos a entrega dos Prémios Instituto de Educação/Caixa Geral de Depósitos 2024 dos estudantes do MEF.