In this working paper we intended to address the emergence of what, potentially, will be a central concept in the very near future, Society 5.0 and that arises politically in (with) following the implementation of the concept of Industry 4.0. Society 5.0 proposes to deepen the potential of the individual-technology relationship in the promotion of the improvement of the quality of life of all people through a super smart society, is an extremely recent concept as a guiding social development that can have a profound impact in societies at all levels, such as quality of life and sustainability. It is a presentation that is based on very recent3 publications, but which also has a prospective component, which always generates some indetermination and uncertainty. Also, for this reason, it is a contribution that seeks above all else to contribute to this very urgent and necessary discussion.

The aim of this article is to understand the symbolic representations of the assistance strategies aimed at disabled children, expressed in two newspapers published on the island of Faial, in the Azores, in the second half of the 19th and early 20th centuries (covering the time horizon between the end of the monarchic period and the implementation of the First Republic). The technique of documentary analysis and a subsequent qualitative thematic content analysis of childcare news collected in two local newspapers was used. The discursive records produced by the press on the assistance strategies value, on the one hand, an axiological dimension and forms of charitable intervention and, on the other hand, aggregate and reconcile the discourses and techniques inherent to charitable and philanthropic models. This mutual assimilation underlies the achievement of the same objective: the moralisation and integration of invalid childhood and, above all, the protection of the existing social order. We conclude that, perhaps contrary to what would be expected, the charitable logic articulated in a concomitant way with the philanthropic logic survived even with the stabilization of the republican period (result of a revolution that deposed the regime of the constitutional monarchy and implemented the republican regime in 1910 in Portugal whose political elites mobilized an official discourse that advocated the separation between the State and Religion, assigning the State the function of social assistance for children and youth). This demonstrates a certain dissociation, as well as a relative autonomy of conceptions about child and youth care between republican political ideology and current social practices at least in this specific context.

Sociology and History as consolidated scientific and academic projects have maintained a peculiar and paradoxical relationship. The growing disciplinary and subdisciplinary specialization of these two sciences poses relevant epistemological and methodological challenges to face potential situations of isolation, fragmentation and enable the apology of an interdisciplinary perspective characterized by the historicity of social structures, actions and senses.Several types of reasons shape this diffuse process of approach/distinction between Sociology and History, namely, epistemological and methodological, disciplinary closure, academic, professional, configuring what can be called contained dialogues. This paper, starting from the sociological perspective of the authors, seeks to contribute to the reflection on the relevance of a scientific project aimed at affirming an interdisciplinary perspective that may foster the heuristic potentialities of both Sociology and History in the analysis of the complexity of social reality and human action.

Sustainability, sustainable development and education for sustainable development are increasingly central concepts, both in social practice and in the field of scientific knowledge. Sociology, and in particular Sociology of Education as a specialised Sociology, can provide relevant contributions in its promotion. This article aims to explore the importance of Sociology of Education in promoting sustainability literacy in higher education, using the Sustainable Development Goals and key competencies (United Nations and UNESCO) as the central reference in this field, and intends, thus, to become an added contribution for this discussion. The article seeks to demonstrate that the learning of sustainability literacy would benefit from the use of a sociological stance throughout this whole process that considers dimensions that are often not directly emphasised and articulated between each other, such as: interconnection of scale levels, sociological imagination, multi-paradigmatic nature, heuristic interdisciplinarity, reflexivity and use of Sociology for action.

This article aims to understand the domains and conceptual uses of contagion, its modalities and its effects, in its different historical contexts and meanings, as an expression of the process of interdependence between the positions and the different points of view of different actors involved in multiple scientific, moral, social and political challenges. Another objective focuses on understanding the process of collective management of contagion, disease and health, where prevention is an essential element of its objectives and justifications, its discursive order, as well as its practical activities.