The formation of a new social and cognitive identity in the Portuguese Ministry of Education

The recomposition of the techno-structure within the Portuguese Ministry of Education affects the organization of different services, the profile of their lead-ers, the type of knowledge that is produced and the means by which it is circu-lated. Read more ...


The decline in bureaucratic-professional regulation and the trade unions’ knowledge

The decline in bureaucratic-professional regulation alters the position of the trade unions in the policy-making process and tends to increase the nebulousness of the relevant knowledge that should serve as the matrix for trade union activity. Read more ...


The roles of experts in the educational policy-making process

The different roles and forms of expert intervention in the policy-making process tend to structure the relationship between knowledge and policy, (i.e. what type of knowledge is involved and how it is produced, received and disseminated). Read more ...


Participation of various actors and conflicts of knowledge within public action for school autonomy and management

In Portugal, the knowledge mobilized and registered in the discussions over school autonomy and management is at the origin of one of the main conflicts amongst the various actors of public-policy making. This is the result of a lack of common grounds between the existing “supply” in the academic world of education sciences, as part of the educational administration area, and the “demand” by the personnel of the Ministry of Education for “useful” knowledge to guide the policy-making... Read more ...


The circulation, use, and relationship between Knowledge and policy in the public action of school autonomy and management

The public action process is not linear and involves several actors and “rationales”, all throughout the political decision-making process. Likewise, the knowledge inserted in public action varies from moment to moment and stems from the characteristics of the policy process itself. Read more ...


"Tacit" and "explicit" knowledge at the Portuguese Ministry of Education

The emergence of “explicit knowledge” in the post-bureaucratic reorganization of the Ministry of Education: the role of “specialists committees”. Read more ...


Studying the Construction of a “Knowledge-Based Regulation Tool”: Conceptual Issues

How has the OECD’s comparative inquiry on student performances (PISA) been constructed (and evolved over time, 1997-2007)? What kind of relationships has it established between knowledge and policy? In order to answer these questions we’ve studied PISA as an entity of complex multiple activities through which diverse social actors are engaged in the production, dissemination and use of ‘knowledge for... Read more ...


Searching for ‘what works’: Knowledge-Policy Configurations in Sex Education

This excerpt is retrieved from a report on the public action relative to the introduction of sex education in schools in Portugal in the period between 1984 (date of the first decree approved by the Parliament on the matter – Law 3/84) and 2009 (date of the last decree passed by Parliament on the matter – Law 60/2009). The text gives an interpretative analysis on two main knowledge-policy configurations identified along the making of school sexual education policies in Portugal: «committees... Read more ...


Knowledge and scenes in the regulation of school sex education policies

Trends in the genealogy of the policy process relative to the definition and implementation by the government authorities of a Sex Education policy in Portugal, between 1993 and 2009. Read more ...


Forms of Acknowledged Knowledge in School Sex Education Policies

Several forms of knowledge were taken into account by policy and administration actors during the introduction of sex education within schools in Portugal (mid-nineties-2007). From the assemblage of different kinds of knowledge emerges another one providing methodological guidance to practices that create consensus on ’what works’. Read more ...


Knowledge transformation phases in the design and implementation
of a knowledge based regulation instrument

The case under consideration illustrates the growing role of knowledge as an instrument of regulation in educational policy, under the on-going trend to the development of new governance strategies based on the “post-bureaucratic” mode of regulation. Read more ...


A post-bureaucratic policy: the evaluation of public schools

The policy instrument under consideration is the external evaluation of public schools carried out in Portugal since 2005, under the pressure for external evaluation policies coming from the European Union (EU) new mode of governance. Read more ...


The way Europe relates to bureaucracy and post-bureaucracy is complex, because Europe itself is diverse and comprises different spaces where tensions between bureaucracy and postbureaucracy play out in various ways. This new context challenges both research and policymaking, requiring much greater reflection on the nature of knowledge and its mobilization in policy. These problems were the central concern of the European project KNOWandPOL.


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