This article seeks to analyse how epistemic work (Alasuutari, 2018; Alasuutari and Qadir, 2019) in Portuguese parliamentary education debates develops through externalisation to world situations (Schriewer, 1990) whose references are used as epistemic capital (Alasuutari, 2018). The study explores debates occurring during Legislature X (2005–2009), in which the number of external references in plenary education debates significantly peaked compared with previous and subsequent legislatures. The analysis demonstrates that there was a change in the (de-)legitimation strategies policymakers used during this legislature. In addition to using the traditional ideological principles associated with each party, deputies often opted to use international organisations and their instruments, alongside reference societies, as authoritative sources to strengthen arguments and persuade their audience of their validity. This suggests that parliamentary policymakers assume that these external elements are useful in earning support for their policy ideas and promoting reform proposals.

本文旨在分析葡萄牙议会教育辩论中的认识论工作（Alasuutari，2018; Alasuutari和Qadir，2019）如何通过外部化发展到世界形势（Schriewer，1990）而发展起来，这些参考被用作认识资本（Alasuutari，2018）。该研究探讨了第十届立法会（2005-2009年）期间发生的辩论，与之前和之后的立法机关相比，全会教育辩论中的外部参考文献数量显着达到顶峰。分析表明，在此立法机关中，决策者使用的（非）合法化策略有所变化。代表们除了使用与各党派相关的传统意识形态原则外，还经常选择使用国际组织及其文书以及参考社会，作为权威性资料来源，以加强论点并说服听众对其有效性进行辩护。这表明议会的决策者认为这些外部因素有助于获得对其政策构想的支持和促进改革建议。