50 Anos depois: o olhar dos jovens universitários sobre a revolução de abril e os caminhos da liberdade
DOI:
https://doi.org/10.31637/epsir-2025-1390Palabras clave:
revolução de Abril, democracia, liberdade, audiovisual, documentário, memória histórica, participação cívica, PortugalResumen
Introdução: O artigo relata o projeto “50 Anos depois: o olhar dos jovens universitários sobre a revolução de abril e os caminhos da liberdade”, desenvolvido na Escola Superior de Artes Aplicadas do Instituto Politécnico de Castelo Branco, para incentivar estudantes a valorizar a Revolução de Abril através de produções audiovisuais. Metodologia: Envolvendo 130 alunos, o projeto foi estruturado em etapas sequenciais. Começou com a pesquisa, análise crítica e entrevistas, seguido pelo planeamento detalhado, filmagem, edição com software avançado e avaliação contínua. As etapas incluíram sessões de reflexão crítica em sala de aula e mostra pública, garantindo uma experiência de aprendizagem completa e contextualizada. Resultados e Discussão: Os 24 documentários produzidos abordaram a Revolução dos Cravos com vários pontos de vista, incluiram depoimentos de familiares e reconstruções históricas. Os relatos pessoais enriqueceram as produções e promoveram o diálogo inter-geracional. Os alunos desenvolveram competências técnicas, narrativas e cívicas, refletindo sobre a importância da liberdade e democracia. Conclusão: O projeto atingiu seus objetivos preconizados, aprofundando o conhecimento histórico e competências técnicas dos alunos, além de fortalecerem a consciência cívica e os valores democráticos. O uso de tecnologia audiovisual mostrou-se eficaz na preservação da memória histórica e na promoção de uma aprendizagem significativa e duradoura.
Descargas
Citas
Aithal, S. (2016). Teaching - learning process in higher education institutions. https://doi.org/10.5281/zenodo.160956
Amaral, L. (2022). Social, Economic, and Demographic Change during the Portuguese Democracy (1974-2020). En The Oxford Handbook of Portuguese Politics (pp. 53-69). Oxford University Press. DOI: https://doi.org/10.1093/oxfordhb/9780192855404.013.4
Cadieux, A., Peters, M., & Beauchemin-Roy, S. (2019). Étude de compétences de référencement documentaire d’étudiants universitaires. Revue internationale des technologies en pédagogie universitaire, 16(2), 24. https://acortar.link/JLeUXr DOI: https://doi.org/10.18162/ritpu-2019-v16n2-04
Camarero, E. (2021). A media format on the rise. The journalistic investigation documentary on Netflix and prime video. Media Education (Mediaobrazovanie), 17(3), 415-425. https://doi.org/10.13187/me.2021.3.415 DOI: https://doi.org/10.13187/me.2021.3.415
Chen, H. (2023). Study on process methodology in ideological and political education. International Journal of Education and Humanities, 11(2), 28-31. https://doi.org/10.54097/ijeh.v11i2.13525 DOI: https://doi.org/10.54097/ijeh.v11i2.13525
Ciric, N. (2016). Overview of didactic methodical organization of university teaching by bologna concept of higher education. Interdisciplinary Description of Complex Systems, 14(1), 52-60. https://doi.org/10.7906/indecs.14.1.5 DOI: https://doi.org/10.7906/indecs.14.1.5
de Jong, W. (2006). From ‘doing’ to ‘knowing what you are doing’: Kolb’s learning theory in teaching documentary practice. Journal of Media Practice, 7(2), 151-158. https://doi.org/10.1386/jmpr.7.2.151_3 DOI: https://doi.org/10.1386/jmpr.7.2.151_3
Fernandes, T. (2022). Portuguese revolution of 1974-1975. En The Wiley-Blackwell Encyclopedia of Social and Political Movements (pp. 1-5). Wiley. https://doi.org/10.1002/9780470674871.wbespm608 DOI: https://doi.org/10.1002/9780470674871.wbespm608
Francescutti, P. (2019). La narración audiovisual como documento social e histórico: enfoques teóricos y métodos analíticos. Empiria Revista de metodología de ciencias sociales, 42, 137. https://doi.org/10.5944/empiria.42.2019.23255 DOI: https://doi.org/10.5944/empiria.42.2019.23255
García Jiménez, M., & Fernández Cabezas, M. (2020). Relación entre metodologías docentes y enfoques de aprendizaje en la universidad. International Journal of Developmental and Educational Psychology Revista INFAD de psicología, 2(1), 371-380. https://doi.org/10.17060/ijodaep.2020.n1.v2.1856 DOI: https://doi.org/10.17060/ijodaep.2020.n1.v2.1856
Gomes, M. (2020). The Portuguese press at the service of revolutionary language: A case study of Diário de Notícias and Esquerda Socialista (1974–75). International Journal of Iberian Studies, 33(2), 209-225. https://doi.org/10.1386/ijis_00029_1 DOI: https://doi.org/10.1386/ijis_00029_1
Juliano, N., & De, A. (2014). Isto não é um Filme de Ficção: Bill Nichols e a Introdução ao Documentário.
Leite Pinto, R. L. (2016). O “Programa do Movimento das Forças Armadas”: o singular destino da Constituição revolucionária do 25 de Abril de 1974 em Portugal. Historia constitucional, 0(17), 309. https://doi.org/10.17811/hc.v0i17.430 DOI: https://doi.org/10.17811/hc.v0i17.430
López, J. L. Giménez, Dorado, F. de Zulueta, Samitier, D. Palacio, & Magal-Royo, T. (2019). Professional competencies assessment in audiovisual projects for higher education. Studies in Educational Management, 1, 26-33. https://doi.org/10.32038/sem.2019.01.03 DOI: https://doi.org/10.32038/SEM.2019.01.03
Louw, L. (2022). Documentary film politics and the politics of documentary film: Miners Shot Down (2014). Communicare: Journal for Communication Studies in Africa, 40(1), 49-66. https://doi.org/10.36615/jcsa.v40i1.1511 DOI: https://doi.org/10.36615/jcsa.v40i1.1511
Malafaia, C., Ferreira, P. D., & Menezes, I. (2021). Democratic citizenship-in-the-making: Dis/engagement profiles of Portuguese youth. Frontiers in Political Science, 3. https://doi.org/10.3389/fpos.2021.743428 DOI: https://doi.org/10.3389/fpos.2021.743428
Marie, P. (2017). Revolução dos Cravos e educação popular. As associações de educação popular em Portugal (1974-1986). Revista de história da sociedade e da cultura, 17, 371-396. https://doi.org/10.14195/1645-2259_17_17 DOI: https://doi.org/10.14195/1645-2259_17_17
McMahon, J. (2021). Producing political knowledge: Students as podcasters in the political science classroom. Journal of Political Science Education, 17(3), 448-457. https://doi.org/10.1080/15512169.2019.1640121 DOI: https://doi.org/10.1080/15512169.2019.1640121
Mudrovcic, M. I. (2016). El debate en torno a la representación de acontecimientos límite del pasado reciente: alcances del testimonio como fuente. Diánoia Revista de Filosofía, 52(59), 127. https://doi.org/10.21898/dia.v52i59.307 DOI: https://doi.org/10.21898/dia.v52i59.307
Natusch, B., & Hawkins, B. (2014). Mapping Nichols’ modes in documentary film – Ai Weiwei: Never sorry and helvetica. IAFOR Journal of Media Communication & Film, 2(1). https://doi.org/10.22492/ijmcf.2.1.07 DOI: https://doi.org/10.22492/ijmcf.2.1.07
Nushur, R. D., & Astutie, D. D. (2021). Producing documentary film as a project on project based learning approach in improving critical thinking. JESS (Journal of Education on Social Science), 5(1), 11. https://doi.org/10.24036/jess.v5i1.303 DOI: https://doi.org/10.24036/jess.v5i1.303
Periago, F. R. (2015). Production of documentary as teaching material for basic education. International Journal for Innovation Education and Research, 3(9), 93-98. https://doi.org/10.31686/ijier.vol3.iss9.436 DOI: https://doi.org/10.31686/ijier.vol3.iss9.436
Piantavinha, L. (2022). A importância das Redes Digitais no engajamento político dos jovens da Universidade do Porto: Reflexão sobre a atividade e presença da política em Portugal. Cadernos IS-UP, 1, 34-41. https://doi.org/10.21747/2975-8033/cad1a4 DOI: https://doi.org/10.21747/2975-8033/cad1a4
Pickering, B. A. (2003). Women’s voices as evidence: Personal testimony is pro-choice films. Argumentation and Advocacy, 40(1), 1-22. https://doi.org/10.1080/00028533.2003.11821594 DOI: https://doi.org/10.1080/00028533.2003.11821594
Pintassilgo, J. A. de S., De Andrade, A. N., & Beato, C. A. da S. (2019). Student movement in Portugal throughout the ’60s: Actors’ representations of a period of social and cultural experimentation. Espacio Tiempo y Educación, 6(1), 145-159. https://doi.org/10.14516/ete.266 DOI: https://doi.org/10.14516/ete.266
Przylipiak, M. (2023). Defining documentary. Panoptikum, 29, 11-38. https://doi.org/10.26881/pan.2023.29.01 DOI: https://doi.org/10.26881/pan.2023.29.01
Rojas, J. (2015). El documental, entre definiciones e indefiniciones. AISTHESIS, 58, 279-312. DOI: https://doi.org/10.7764/ais.58.279-312
Sandoval-Benavides, V. L., Organista-Sandoval, J., López-Ornelas, M., & Reyes-Robinson, S. A. (2020). Development of audiovisual modules to improve digital skills of higher education students. Apertura, 12(2), 36-51. https://doi.org/10.32870/ap.v12n2.1893 DOI: https://doi.org/10.32870/Ap.v12n2.1893
Sharma, A., Robeck, E., Jaggi, R., Chaudhari, M., Patankar, S., & Prakash, G. (2022). Interactive documentary filmmaking and student engagement with community. Journalism & Mass Communication Educator, 77(3), 263-277. https://doi.org/10.1177/10776958221076057 DOI: https://doi.org/10.1177/10776958221076057
Varela, R. (2012). “Um, dois, três MFA...”: o Movimento das Forças Armadas na Revolução dos Cravos – do prestígio à crise. Revista Brasileira de História, 32(63), 403-425 DOI: https://doi.org/10.1590/S0102-01882012000100019
Varela, R. & Louçã, J. (2020). African forced labour and anti-colonial struggles in the Portuguese revolution: A global labour history perspective. En Worlds of Labour Turned Upside Down (pp. 199-223). BRILL. DOI: https://doi.org/10.1163/9789004440395_009
Vera Velazquez, R., Castro Piguave, C., Estévez Valdés, I., & Maldonado Zúñiga, K. (2020). Metodologías de enseñanza-aprendizaje constructivista aplicadas a la educación superior: Metodologías de enseñanza-aprendizaje constructivista. Revista Científica Sinapsis, 3(18). https://doi.org/10.37117/s.v3i18.399 DOI: https://doi.org/10.37117/s.v3i18.399
Walker, A. (2022). A more equitable film pedagogy: Including media literacy in higher education film classrooms to result in better media practitioners. The Journal of Media Literacy Education, 14(1), 153-167. https://doi.org/10.23860/jmle-2022-14-1-11 DOI: https://doi.org/10.23860/JMLE-2022-14-1-11
Wright-Brough, F., Hart, P., Maher, S., & Cake, S. (2023). Co-creative practice reconciling theory and practice in tertiary student documentary production. Media Practice and Education, 24(1), 52-69. https://doi.org/10.1080/25741136.2022.2157936 DOI: https://doi.org/10.1080/25741136.2022.2157936
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Carlos Manuel Domingues dos Reis, Isabel Maria Ramos Marcos

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Non Commercial, No Derivatives Attribution 4.0. International (CC BY-NC-ND 4.0.), that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).