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This article focuses on an emerging phenomenon in Portugal: the most visible and frequent presence of new collective actors in public policy processes. Often linked to philanthropic foundations, these actors call themselves to influence the educational agenda, and even the educational practices, and are highly dependent on expert knowledge. They are intermediary actors who perform cognitive and social operations that connect ideas, individuals and technical devices involved in policy processes. The article analyses the emergence of these intermediary actors and their attempts to influence and reshape the governance of education, through new political networks. Based on earlier empirical-based research inspired by network ethnography, and grounded on the political sociology of public action, the article presents a proposal for mapping these emerging intermediary actors, according to a) the spaces of collective action they use/create; b) their targets; c) their autonomy in the production of expert knowledge for policy. And depicts two trends related to their agency: the use of a more cognitive (rather than normative) regulation, more intensive and knowledge-based, converging to a new interactive and intuitive ways of knowledge dissemination; an increasingly intertwined regulation, involving several different social worlds, promoting and establishing new policy networks and the spread of the new philanthropy reasoning. ; info:eu-repo/semantics/publishedVersion

This article focuses on the role of think tanks in education governance in Portugal, We are interested in contributing to a literature that discusses the emergence of new intra-national spaces of policy, and examines how the actors operating in those spaces work and influence education policy. This article is based on an empirical study conducted by EDULOG, a think tank for education that has been operating since 2015. We mapped EDULOG's activities, the information generation activities, organizations, and actors connected to EDULOG using a network ethnography and social network analysis. This study shows that a) this organization articulated a network of actors from different sectors, including the academy, business and government agencies; and b) EDULOG acts as a space of social and cognitive intermediation, committed to developing knowledge geared towards policy decision and problem solving. ; info:eu-repo/semantics/publishedVersion

This article focuses on the role of think tanks in education governance in Portugal, We are interested in contributing to a literature that discusses the emergence of new intra-national spaces of policy, and examines how the actors operating in those spaces work and influence education policy. This article is based on an empirical study conducted by EDULOG, a think tank for education that has been operating since 2015. We mapped EDULOG's activities, the information generation activities, organizations, and actors connected to EDULOG using a network ethnography and social network analysis. This study shows that a) this organization articulated a network of actors from different sectors, including the academy, business and government agencies; and b) EDULOG acts as a space of social and cognitive intermediation, committed to developing knowledge geared towards policy decision and problem solving. ; Este artículo se centra en el rol de los think tanks en la regulación de la educación, considerando el crecimiento continuo que nuevos actores, incluyendo organizaciones privadas y filantrópicas, han venido a ejercer en las políticas educativas. Estamos interesados en contribuir a una literatura que discute el nacimiento de nuevos espacios intranacionales de política, su trabajo y su influencia para el establecimiento de cambios en las políticas educativas. Para tal, se presenta un trabajo empírico sobre EDULOG, un auto intitulado think tank para la educación que opera en Portugal desde 2015. El trabajo empírico se inspiró en la etnografía de redes y análisis de redes sociales, a través de los cuales se mapean las actividades de EDULOG, en particular la producción de información, así como las organizaciones y actores que se mueven dentro y alrededor de EDULOG. Los datos muestran cómo EDULOG actúa como un espacio de intermediación social y cognitiva, ya que pretende desarrollar un determinado conocimiento educativo, orientado hacia la decisión política y la resolución de problemas, a través de una red política compuesta por actores provenientes de diferentes mundos, incluyendo la academia, las empresas y agencias gubernamentales. ; Este artigo centra-se no papel dos think tanks na regulação da educação, considerando a crescente importância que novos atores, incluindo organizações privadas e filantrópicas, têm vindo a desempenhar nas políticas educativas. Estamos interessados em contribuir para a literatura que discute o nascimento de novos espaços intra-nacionais de política, o seu trabalho e a sua influência para as mudanças nas políticas educativas. Para tal, apresentamos um estudo empírico sobre o EDULOG, um autointitulado think tank para a educação que opera em Portugal desde 2015. O trabalho empírico foi inspirado na etnografia das redes e na análise de redes sociais, através das quais mapeamos as atividades do EDULOG, designadamente de produção de informação, assim como as organizações e atores que se movem dentro e em torno do EDULOG. Os dados mostram como o EDULOG age como um espaço de intermediação social e cognitiva, uma vez que visa desenvolver um determinado conhecimento educacional, orientado para a decisão política e a resolução de problemas por si identificados, através de uma rede política composta por atores provenientes de diferentes mundos, incluindo a academia, as empresas e agências governamentais.

This chapter addresses the uses and effects of PISA in the imagination and the scrutiny of educational problems and solutions in Europe, and, concomitantly, its participation in the creation of a European policy space in education(Lawn and Grek, 2012). The first section of the chapter highlights and discusses two concomitant features of PISA participation in the contemporary policy processes: the different uses and interpretations of PISA; the atraction it achieves in diverse social worlds. The second sectionthe chapter describes analyses the densification of relations between EC/DGEAC and OECD/PISA and the reception of PISA results at the EU level, and the agenda-setting, rule-setting and rule following iniciatives built upon it. ; info:eu-repo/semantics/publishedVersion

This article describes and discusses what happens when knowledge for policy generated within PISA is received by its target audience: what have the Portuguese policy actors been doing with PISA data and analysis when they consider, express and justify their choices? Drawing on previous and current studies, using interview materials and formal and informal policy documents, as well as texts published in the written press, the article analyses two main phenomena related to the reception of PISA and how this has evolved between 2001 and 2012 in Portugal: the consolidation of PISA's credibility as a source for policy processes and texts; the emergence of new actors and modes of intervention in the production of knowledge for national policy, drawing on PISA. Finally, it presents an analysis of the reception of PISA 2015 in the Portuguese media, focusing on the interventions by political actors in the Portuguese daily and weekly written press. Two main elements emerge from our content analysis as the main common elements of that reception: the consecration of PISA's credibility; and the practices of qualification and disqualification of educational policies and perspectives. The article concludes by emphasising the regulatory role of PISA in Portuguese policy processes and the relevant contribution played by the politics of reception in legitimising this role. ; info:eu-repo/semantics/publishedVersion

Cet article propose un cadre conceptuel pour l'étude de l'adoption d'instruments d'évaluation durant la première décennie du siècle au Portugal. Ces instruments de régulation par la connaissance se construisent au travers de processus sociaux et cognitifs qui impliquent des flux multidirectionnel de connaissances et d'idées politiques. L'article accorde une attention particulière au processus d'assemblage et de coordination des différents mondes sociaux impliqués dans la mise en place des dispositifs d'evaluation. Il développe la notion d'hybridation qui parait particulièrement adéquate pour l'étude des multiples forces sociales à l'oeuvre. ; info:eu-repo/semantics/publishedVersion

Notre texte se pose en essai, libre, cherchant à ouvrir un débat d'idées bien plus qu'à démontrer empiriquement certaines thèses. L'argument central que nous y développons concerne l'émergence, à partir de l'an 2000, date symbolique que nous avons retenue, d'une série de changements majeurs dans la manière dont les "données internationales et comparées" sont incorporées dans les politiques éducatives nationales ou, autrement dit, dans la manière dont ces données induisent des politiques de traduction qui se distinguent, très nettement, de celles qui ont caractérisé le 20e siècle. (DIPF/Orig.) ; Unser Text versteht sich als Essay, der in freier Form eher versucht, eine Diskussion über Ideen zu eröffnen, als Thesen empirisch zu belegen. Das dabei vorgebrachte Hauptargument betrifft das Auftreten einer Reihe bedeutender Veränderungen, wie etwa die "internationalen und vergleichenden Leistungsstudien", die Einzug in die nationale Bildungspolitik verschiedener Staaten gehalten haben. Dies geschah ab 2000, einem Zeitpunkt, den wir für symbolisch halten. Es soll, mit anderen Worten, dargestellt werden, wie solche Studien zu einer "Übersetzungspolitik" geführt haben, die sich deutlich von der für das 20. Jahrhundert charakteristischen Politik unterscheidet. (DIPF/Orig.)

The chapter aims to examine which types of knowledge are included in the regulation processes of sex education policies in Portuguese schools, the way they combine thmeselves and how they are used. The pourpose is to highlight the main organizational modalities of relationships between knowledge and policy, as well as the meanings (cognitions, values, and norms) that go together with them - what the authors call 'configuration of the relationships between policy and knowledge' ; União Europeia - developed within the 6th Framework Programme for Research - Citizens and governance in a knowledge-based society. Acessível em: www.knowandpol.eu ; info:eu-repo/semantics/publishedVersion