Priority Educational Territories in Portugal: New Patterns of Educational Governance?

AbstractThis communication intends to analyze the conceptions of governance and management that have characterized the development of the Priority Intervention Educational Territories Program (TEIP) in Portugal, describing its main features and examining the changes in organizational models, leadership patterns and community involvement throughout the process. Special attention will be given to the context in which priority education first emerged and took hold in Portugal, marking the emergence of new paradigms of educational management, public service and learning. Our reflection will be based upon the following: (i) analysis of the TEIP Program's legislative directives (1996-2008); (ii) interviews with educational administration offices’ program coordinators; and (iii) interviews and questionnaires with local actors (school directors, consultants, parents and teachers). Results suggest a growing influence on conceptions, instruments and practices which are characteristic of a new public management model (contract, evaluation, management by objectives, results) but which are still not wholly accepted in schools since they are viewed as a somewhat instrumental conception of education and learning. This should be taken into account in the program's development, as well as the discrepancy between goals and results