Abstract
The article examines the school reform implemented by Paulo Freire and the Workers' Party during 1989-92. The overarching goals of this reform effort were the democratization of access to schooling, the transformation of classrooms and schools into democratic centers for popular knowledge, and the creation of critical and participatory citizens. Using data from school site visits, interviews, and teacher surveys, Lindquist Wong focuses on the various institutional mechanisms created to support teachers' efforts in learning the necessary skills to realize the reform's objectives and assesses their overall effectiveness as policy implementation tools. (DIPF/Vorwort).