CeiED - Artigos de Revistas Internacionais com Arbitragem Científica

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Percorrer CeiED - Artigos de Revistas Internacionais com Arbitragem Científica por autor "Lopo, Teresa Teixeira"

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    The OECD again : legitimization of a new vocationalism in the educational policies in Portugal (1979–1993)
    (Taylor and Francis Ltd., 2023) Teodoro, António; Lopo, Teresa Teixeira; CeiED - Interdisciplinary Research Centre for Education and Development
    This paper presents an analysis of the examination of Portugal’s education policy conducted by the Organization for Economic Cooperation and Development (OECD) in 1987 as well as of its role in the legitimation of a new vocationalism. In particular, the focus is on the key recommendation put forward in the examiners’ report regarding the investment in the initial professional qualification of young people and its relation with the creation, in 1988, of a new administrative body within the Portuguese Ministry of Education tasked with coordinating the system of non-higher education in the area of technological, artistic and professional education, responsible for launching the professional schools in 1989, and also the technology courses at secondary-school level in 1993. The results of our analysis suggest that it was this examination by the OECD that effectively paved the way for the renascence of professional education in Portugal, but now rethought and redefined as a socially regulated, extended and grounded form of vocationalism.
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    The political decision on Portugal’s entry into PISA : a research note
    (Symposium Journals Ltd, 2021-09) Lopo, Teresa Teixeira; CeiED - Interdisciplinary Research Centre for Education and Development
    In this article we carry out a preliminary reconstitution of the genealogy of the political decision to integrate Portugal in PISA (Programme for International Student Assessment), promoted by the Organisation for Economic Co-operation and Development, made in 1999 and implemented in 2000. For this we used a comprehensive analysis of newspaper articles, legal texts and documents on education policy as well as of interviews with relevant political actors. The first results of this analysis suggest that the decision, which was not unanimous among the government members with responsibilities in the education field, was taken by normative emulation, and aimed to consolidate a particular direction of the national education policy.