The Harsh Fight against Poverty in Sao Tome and Principe

post-independence, and on the other hand, the testimonies from Sao Tomeans individuals from different social conditions and different degrees of political responsibility, this article approaches some possible connections between poverty and micro-violence in Sao Tome and Principe. It is offered an outline of research for the difficulties of the eradication of poverty and, concomitantly, the diffusion of a growing feeling of social disruption, processes in all contrary to the promises of independence for this archipelago. Frequently, the archipelago’s visitors make hasty opinions about the imaginary effortlessness of governing two islands with less than one hundred and fifty thousand citizens. However, contrary to this very common prejudice, the micro-insularity is considered an obstacle to development, a notion shared by many Sao Tomeans. Could micro-insularity equally be, under this outlook, an impoverishment-inducing factor? Regarding the development, there is some truth in this diagnosis, which the Sao Tomeans also use to justify their current difficulties. Throughout the 70s and 80s, the MLSTP – Movimento de Libertação de São Tomé e Príncipe (Movement for the Liberation of Sao Tome and Principe) endorsed a development founded on an expansion of cacao cultures, at the expenses of an intensified production rate, and on an incipient industrialization, which was intended to avoid importations and economic dependency. At the time, the Sao Tomeans leaders justified the rising daily difficulties, quite the opposite of the promises made during the independence, with an economic disarticulation resulting from the gradual abandonment of economic infrastructures inflicted by the last batch of colonists, which affected the cacao plantations too. Simultaneously, both the inefficiency and cost of the industrial endeavors launched after the independence and the erosion of labor and social relationships in nationalized farms had been rather neglected.

A transnacionalização das políticas educativas : itinerários da cooperação portuguesa em Cabo Verde, Guiné-Bissau e S. Tomé e Príncipe (1974-2002)

The main focus of the present investigation is on the transnationalization of the education policies in Cape Verde, Guine-Bissau and San Tome and Prince from 1974 to 2002 and it deals mostly with the role played by the Portuguese co operants in this field, namely teachers, teacher trainers and education technicians. Our investigation is based mostly on the theoretical and empiric analysis of the problematic of the transnatio nalizaton of the education policies, bearing in mind the concepts formulated by several renowned authors like those by Stone(2001, 2004) as well as by Dolowitz and Marsch (2002) concerning the area of knowledge transfer. The concept transnationalization we have used throughout this dissertationshould be interpreted as a carrefour , that is, a crossroad of technical knowledge, resulting from the way the different mediators have shared their expertise and who gradually contributed to the implementation of the new education systems and the consolidation of the education policies of the countries just mentioned before. We have also analyzed specific points of reference connected both with globalization and organization sociology theories since the school is the main scope of action where the participants interact using diversified strategies due to their different interests and aims. Those schools are more and more confronted with education policies resulting from neoliberal assumptions therefore we label them terminals of the education policy journeys. The naturalist paradigm, which includes a qualitative and interpretative approach, answers for the design of this investigation, whose main strategy is the Oral History. The primary sources analyzed and the interviews made have enabled us to build our knowledge based on the grounded theory method (Glasser and Strauss, 1967), supported by the informatic programme Atlas TI. We conclude that despite the weaknesses and fragilities of the Portuguese cooperation, this is the right arena for a more convergent transference of values and education (al) systems; it is a kind of hybrid territory where the knowledge transfer suits the local reality, independently of all the dilemmas resulting from globalization.