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Education Sciences Collection

Série Argumentos

Educação, Globalização e Neoliberalismo. Os novos modos de regulação transnacional das políticas de educação

António Teodoro
Authors, Editors
Year of edition

Synopsis – [Education, Globalization, and Neoliberalism. The New Modes of Transnational Regulation of Education Policies]. Since the construction of modern mass education systems, initiated in Europe during the transition from the 18th to the 19th century, school has become a central space for social integration and workforce training. In a relatively short historical time, education, once an obscure domain of family life, has become a central topic of political debates at national and international levels. Understanding the processes that mark the field of education policies in recent decades is the main purpose of this book. Building on some previous works, the author develops a set of arguments aiming to show the urgency of building the epistemological and political foundations of a new common sense capable of helping to formulate an educational agenda for a new social bloc interested in promoting (and achieving) progressive policies of peace, social justice, happiness, and freedom for all. Just as in the 1970s, we are living in times of bifurcation, where citizen intervention, in its various spaces, from science to political intervention, appears to be particularly decisive. But, also in the realm of education, fortune favors those who seize it.

Psicologia e psicólogos escolares: perfil e confrontos éticos

Ana Carita
Authors, Editors
Year of edition

Synopsis – [Psychology and School Psychologists: Profile and Ethical Challenges]. School Psychology, as a profession, is a relatively recent social reality in Portugal. It was only in the 1990s that it was institutionalized with the publication of DL190/91, which legally created the Psychology and Guidance services in Portuguese schools, and DL nº300/97, which formally established the career of school psychologists. Now, 20 years have passed since the creation of these services, and to some extent, the establishment of the profession of school psychologist in our country. It was interesting for us to understand what profession has been built and how the profession was constructed within the context of those services: what professional profile did the Guidance and Counseling services help shape for school psychologists in our country? Additionally, the youthfulness of the profession in Portugal justified undertaking a comparative analysis of the Portuguese situation with what is happening internationally, particularly in some countries with a more established history of the profession.