A Reforma do Estado: Qual a Natureza da Política Educacional nos Anos 1990?
Over the last years, educational policies have been modified with regard to discussed items, and certain issues agreed upon by educators during the 1980s have been redefined. Current research analyzes the reforms brought about by the State that affected the educational politics in the 1990s, and which contributed towards forms of funding and administering the educational system. The neo-liberal reforms adopted justified the responsibility of the State for the established crisis and demanded reforms in the State and in its institutions. It was thus expected that distortions would be corrected and efficiency generated so that Brazil would be inserted within capitalist production. Current research highlights issues attributed to decentralization which foregrounded government policies that deprived people of their rights and somewhat constructed the consistencies of the movement. In fact, its central bases include the rationing of the federal government’s resources to adopt a decentralization strategy with the ensuing outsourcing, thereby shunning autonomy and democratic participation.
Política educacional e regulação no contexto Latino-Americano: Argentina, Brasil e Chile
The article discusses some questions relative to current educational policies in three countries of Latin America: Argentina, Brazil and Chile. By means of literature review followed by documental research, including pertinent legislation in each country and documents produced by International Organizations linked to the UN which work in the Region, we attempted to observe in which measure the changes occurred within the educational legislation in these three countries delineated a new educational policy which translates into different mechanisms of regulation. It is considered that the public policies adopted in these three countries in the last decade have undergone changes in virtue of the processes of reforms which presented as a common trace a new educational regulation based on three axes: local management; per capita financing and systemic evaluation.
Child psychiatry curricula in undergraduate medical education.
OBJECTIVE
To review the literature describing the content and time allocated to undergraduate medical education curricula in child and adolescent psychiatry and make recommendations about child and adolescent psychiatry teaching goals and curricula content.


METHOD
A literature search from 1970 to February 2007 using the key words undergraduate, curriculum, teaching, education, psychiatry, child, adolescent, and medical school, was conducted using PubMed, PsycINFO, and Web of Science.


RESULTS
There is limited agreement about curricula content for undergraduate child and adolescent psychiatry teaching programs in medical schools, with a wide range of objectives identified by different programs. On average, the time allowed for teaching child and adolescent psychiatry is small. There is also great variation in the time allocated by different medical schools. In many countries, the number of child and adolescent psychiatrists with academic appointments is limited, and child and adolescent psychiatry programs are developed and taught by a small number of teaching staff at each medical school.


CONCLUSIONS
Medical schools should reconsider the relatively low priority given to teaching child and adolescent psychiatry to medical students. The child and adolescent psychiatry profession must identify clear learning goals for a longitudinal developmentally appropriate model of child and adolescent psychiatry education commencing at an undergraduate level in medical schools and continuing through residency and fellowships. There is a need to promote national and international standards for teaching in this area and to encourage stronger collaborations between teaching staff across different medical schools.