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Determination of the authenticity of lexical items with Sub-Saharan origin in the voodoo rites of candomble and umbanda in Brazil requires establishing a socio-historical basis for the African diaspora and the current configuration of terreiros. The terreiros demonstrate varying linguistic repertoires according to their affiliation with candomble or umbanda. The terreiros may be of three types 1) yoruban (Nago) in Bahia and Recife; 2) Fon in Sao Luis; and 3) Bantu in the oldest layers of umbanda, the caboclo candombles of Bahia, and the Northeastern cantimbo, the latter being the least apparent. Umbanda has lost a greater amount of Sub-Saharan traditions and contains more Bantu elements, although they appear less frequently since they are in the oldest layers of umbanda. The task of determining the African origins of linguistic data is complicated by pragmatic factors such as the existence of phonological correspondence without accompanying semantic correspondence, the difficulty of determining the meaning of a word in a given text and of tracing which Sub-Saharan language influenced which terreiro, and the scarcity of dictionaries and grammars of Sub-Saharan languages brought to Brazil by the slaves. (SR)

This paper discusses the details of existential sentences constructed with the Portuguese verbs "ter" and "haver" in the interpersonal form. The uses of these verbs are discussed and analyzed in detail. The history and evolution of linguistic changes in Brazilian Portuguese are discussed in an attempt to detect historical social and cultural factors responsible for the variation in existential sentences. (Contains 15 references.) (KFT)

Based on the view that the rapid expansion and development of preschool education requires careful scrutiny of both educational policy and practices, this book presents information on current early childhood education and care policy in Portugal. Section 1 of the book provides a historical framework for the development of early childhood education and care (ECEC) in Portugal, definitions of relevant terms, the types of current ECEC provisions, and the context influencing ECEC policies and practices. Section 2 defines policies related to educational quality and program accessibility. Section 3 presents policy approaches with regard to regulations, staff, program content and implementation, participation and support to families, and funding. Included in this section are descriptions of programs in the Autonomous Regions of Madeira and Acores. Section 4 presents information on program evaluation and research in Portugal. Section 5 asserts that the government of Portugal has made a clear investment policy in education as a whole, with particular emphasis in preschool education. The section presents objectives related to preschool attendance and program quality, and identifies challenges for program development. The book concludes with a glossary and a list of abbreviations. Appendices include graphic displays of statistical indicators for Portugal and European Union countries, and the paper "Early Childhood Education and Care Policy In Portugal: OECD Country Note," which identifies the progress made in Portugal and the difficulties still hindering achievement of objectives regarding care and education of children from birth to compulsory school age. (Contains 30 references.) (KB)

This article reflects the most significant advances made in the teaching and promotion of Portuguese in Romania in the past 20 years. The Portuguese program at the University of Bucharest is described as are special courses given in commemoration of landmark dates in Portuguese history and special events celebrating Portuguese history and culture. (JR)

Discusses the relationship between globalization and education: its ideology (as generated by global system-intellectuals), and its current structure and future tendencies. Presents a case study of Mexico and the increasing importance of socialization through cyberspace. Concludes that without a worldwide democratization process, more than 50% of Latin Americans will be functional illiterates and socially marginalized by 2000. (PA)

Discusses the role of community nurseries and preschools, within the context of Brazilian popular movements and social policy of the last 15 years. States that the experiences of these organizations reveal great complexity in terms of social, political, and pedagogic mobilization. Concludes that for all involved there are several levels of education in process in these experiences. (PA)