Article from the author : BARROSO João

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 ...

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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 ...

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"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 ...

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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 ...

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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 ...

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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 ...

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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 ...

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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 ...

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