Model of public basic education management in Portugal: democratic and participatory foundations, but also weaknesses and critiques

Abstract

This text characterizes the current model of organization and management of public basic education in Portugal, drawing on the theoretical framework of the field of Educational Administration. It presents the debates generated by this model, its main weaknesses, and the critiques it has been subject to. The study identifies the fundamental normative frameworks that, between 1998 and 2019, shaped the current model, which, in its rationale, may be described as democratic and participatory. However, it also reveals certain shortcomings and problematic aspects that distinguish it from the previous model established after the democratic revolution of 1974 and in force until 1998. Although grounded in principles of democracy, participation, inclusion, decentralization, and school autonomy, the current model has been the target of various criticisms from academics, trade unions, school principals, teachers and educators, as well as representatives of parents and guardians. These critiques focus less on its theoretical, political, and pedagogical foundations and more on the realities of its administrative practice. Using a documentary research methodology, the paper analyses the normative documents that structured the model between 1998 and 2019 and discusses published critical perspectives that associate it with identified weaknesses. The analysis concludes that the model requires adaptations to address persistent problems, such as overlapping responsibilities among schools and central and municipal administrations, and the limited autonomy of schools and teachers.