Editorial - Celebrating 50 years of the Carnation Revolution: Childhood, freedom and democracy
Bibliographic record
Abstract
The year 2024 marks the 50th anniversary of the Carnation Revolution and the beginning of democracy in Portugal, and also marks the 50th anniversary of the University of Minho. In this context, this special issue of Child Studies aims to critically examine the connections among childhood, freedom, and democracy—concepts central to Childhood Studies and the mission of the Research Centre on Child Studies. Using historical, social, and scientific perspectives, the article explores the delayed development of Childhood Studies in Portugal, linking it to the political, social, and economic restrictions during the dictatorial era and to the structural changes following Portugal's transition to democracy after 1974—particularly regarding children’s rights, social policies, health, education, and well-being. The text highlights the notable progress made over the past fifty years—such as the significant reduction in infant mortality, the expansion of compulsory education, and the legal acknowledgment of children’s rights—while also emphasizing the ongoing challenges in recognizing children as full social and political contributors. It also draws attention to the limited research explicitly connecting Childhood Studies to the legacy of the Carnation Revolution, viewing this gap as both a scientific and political issue. Finally, the article introduces and situates the contributions included in this special issue, which, through various theoretical and methodological approaches, explore themes of democracy, freedom, and childhood across fields such as education, culture, the arts, civic participation, and public policy. Together, the papers provide a critical review of the democratic journey since 1974, reflect on current threats to democratic achievements, and advocate for a more inclusive democracy that actively involves children, highlighting the ongoing relevance of the ideals of the Carnation Revolution.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".