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Source: http://nunosilvafraga.net/?feed=rss2

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<title>Do schools kill creativity? – Sir Ken Robinson</title>
<link>https://nunosilvafraga.net/?p=5557</link>
<dc:creator><![CDATA[admin]]></dc:creator>
<pubDate>Tue, 09 Jan 2024 12:51:59 +0000</pubDate>
<category><![CDATA[Flexibilidade Curricular]]></category>
<category><![CDATA[Ken Robinson]]></category>
<category><![CDATA[TED Talks]]></category>
<category><![CDATA[Uncategorized]]></category>
<guid isPermaLink="false">https://nunosilvafraga.net/?p=5557</guid>
<description><![CDATA[Atual. Pertinente. Necessário. https://ed.ted.com/lessons/xrDUKmjA]]></description>
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Atual. Pertinente. Necessário.
<a href="https://ed.ted.com/lessons/xrDUKmjA">https://ed.ted.com/lessons/xrDUKmjA</a>
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<title>How to spot a liar?</title>
<link>https://nunosilvafraga.net/?p=5560</link>
<dc:creator><![CDATA[admin]]></dc:creator>
<pubDate>Mon, 08 Jan 2024 12:58:46 +0000</pubDate>
<category><![CDATA[ex nihilo nihil]]></category>
<category><![CDATA[Histórias de Vida]]></category>
<guid isPermaLink="false">https://nunosilvafraga.net/?p=5560</guid>
<description><![CDATA[“People can be exposed to hundreds of lies each day about both serious and harmless things. Because of this, it’s important to be able to understand how to recognize deception. Using verbal and non-verbal clues, anyone can learn to analyze body language to become a truth seeker. Pamela Meyer, author of Liespotting, shows the manners […]]]></description>
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“People can be exposed to hundreds of lies each day about both serious and harmless things. Because of this, it’s important to be able to understand how to recognize deception. Using verbal and non-verbal clues, anyone can learn to analyze body language to become a truth seeker. Pamela Meyer, author of Liespotting, shows the manners and “hotspots” used by those trained to recognize deception — and she argues honesty is a value worth preserving.” (<a href="https://ed.ted.com/lessons/NsdrST9h">TED Ed</a>)
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<title>Stanford University Commencement 2005 – Steve Jobs</title>
<link>https://nunosilvafraga.net/?p=5553</link>
<dc:creator><![CDATA[admin]]></dc:creator>
<pubDate>Sun, 07 Jan 2024 12:45:34 +0000</pubDate>
<category><![CDATA[Educação e Cidadania]]></category>
<category><![CDATA[ex nihilo nihil]]></category>
<category><![CDATA[Histórias de Vida]]></category>
<category><![CDATA[Identidades Plurais]]></category>
<category><![CDATA[Liderança e Gestão]]></category>
<category><![CDATA[Uncategorized]]></category>
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<description><![CDATA[“At his Stanford University commencement speech, Steve Jobs, CEO and co-founder of Apple and Pixar, urges us to pursue our dreams and see the opportunities in life’s setbacks — including death itself.” (TED Ed)]]></description>
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“At his Stanford University commencement speech, Steve Jobs, CEO and co-founder of Apple and Pixar, urges us to pursue our dreams and see the opportunities in life’s setbacks — including death itself.” (<a href="https://ed.ted.com/lessons/steve-jobs-at-stanford-university-commencement-2005">TED Ed</a>)
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<title>Processos de liderança no Projeto de Autonomia e Flexibilidade Curricular</title>
<link>https://nunosilvafraga.net/?p=5546</link>
<dc:creator><![CDATA[admin]]></dc:creator>
<pubDate>Sun, 31 Dec 2023 14:05:50 +0000</pubDate>
<category><![CDATA[Flexibilidade Curricular]]></category>
<category><![CDATA[Gestão de Projectos em Educação]]></category>
<category><![CDATA[Legislação]]></category>
<category><![CDATA[Liderança e Gestão]]></category>
<category><![CDATA[Publicações]]></category>
<category><![CDATA[Uncategorized]]></category>
<guid isPermaLink="false">https://nunosilvafraga.net/?p=5546</guid>
<description><![CDATA[Resumo Considerando os pressupostos que, em Portugal, enquadram o Projeto de Autonomia e Flexibilidade Curricular (PAFC) elencados no Despacho nº 5908/2017, de 5 de julho que, em “regime de experiência pedagógica, define os princípios e regras orientadores da conceção, operacionalização e avaliação do currículo dos Ensinos Básico e Secundário, de modo a alcançar o Perfil […]]]></description>
<content:encoded><![CDATA[
<h1 class="wp-block-heading has-black-color has-text-color has-link-color wp-elements-bde5e5d66f71b06907f484d28115336b">Resumo</h1>
Considerando os pressupostos que, em Portugal, enquadram o Projeto de Autonomia e Flexibilidade Curricular (PAFC) elencados no Despacho nº 5908/2017, de 5 de julho que, em “regime de experiência pedagógica, define os princípios e regras orientadores da conceção, operacionalização e avaliação do currículo dos Ensinos Básico e Secundário, de modo a alcançar o Perfil dos Alunos à Saída da Escolaridade Obrigatória” (Artigo 1º), este artigo procura desvelar na voz de cinco diretores (líderes escolares) de escolas públicas do 1º Ciclo do Ensino Básico, as primeiras evidências da implementação do PAFC. Embora se trate de um processo curricular e pedagógico recente, importa compreender nessas narrativas se as escolas experienciam, de facto, tempos e espaços de uma autonomia construída e contextualizada. Neste sentido, partindo de um estudo de caso múltiplo a partir da aplicação de um inquérito por questionário, convertem-se em eixos temáticos de análise de conteúdo, as seguintes dimensões: autonomia de escola, flexibilidade curricular, prática pedagógica e avaliação. Da triangulação dos dados conclui-se que os diretores de escola assumem o PAFC como uma política educativa que abre espaço pedagógico a uma mudança de paradigma, pelo nível de autonomia outorgado às escolas, permitindo-lhes uma gestão curricular mais contextualizada, por conseguinte mais humanista, mais sensível às realidades locais e às particularidades dos seus públicos.
Autonomia de Escola; Flexibilidade Curricular; Prática Pedagógica; Pedagogia da Autonomia; Avaliação; Liderança
<h1 class="wp-block-heading has-black-color has-text-color has-link-color wp-elements-77f5a328e93a2e793a53947a95cf905b">Abstract</h1>
Leadership processes in the Curricular Autonomy and Flexibility Project This article’s starting point is the Curriculum Autonomy and Flexibility Project (CAFP), explained in Order No. 5,908/2017 of 5 July, which, in “pedagogical experience regime, defines the principles and rules guiding the conception, operationalization and evaluation of curriculum of basic and secondary education, in order to achieve the Profile of Students Leaving the Compulsory Schooling” (Article 1). This paper aims discovering in the opinion of five principals (school leaders) of public elementary schools, the first evidence of the implementation of CAFP. This is a recent curricular and pedagogical process, but we want to understand if schools really experience times and spaces of constructed and contextualized autonomy. In this sense, the starting point is a multiple case study. We applied a questionnaire survey, and the thematic axes of content analysis are as follows: school autonomy, curriculum flexibility, pedagogical practice and assessment. Data triangulation was performed, and it was concluded that school principals understand the CAFP as an educational policy that opens a pedagogical space to a paradigm shift, due to the level of autonomy given to schools, and that allows a more contextualized curricular management, therefore, more humanistic, more sensitive to local realities and the particularities of its publics.
School Autonomy; Curriculum Flexibility; Pedagogical Practice; Pedagogy of Autonomy; Evaluation; Leadership
in <a href="https://www.researchgate.net/publication/356629639_Processos_de_lideranca_no_Projeto_de_Autonomia_e_Flexibilidade_Curricular">ResearchGate </a>
]]></content:encoded>
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<item>
<title>Autonomia e Flexibilidade Curricular como Instrumentos Gestionários. O Caso de Portugal</title>
<link>https://nunosilvafraga.net/?p=5540</link>
<dc:creator><![CDATA[admin]]></dc:creator>
<pubDate>Sat, 30 Dec 2023 15:46:58 +0000</pubDate>
<category><![CDATA[Administração Educacional]]></category>
<category><![CDATA[Autonomia Escolar]]></category>
<category><![CDATA[Flexibilidade Curricular]]></category>
<category><![CDATA[Legislação]]></category>
<category><![CDATA[Organização e Desenvolvimento de Projectos]]></category>
<category><![CDATA[Teoria e Desenvolvimento Curricular]]></category>
<guid isPermaLink="false">https://nunosilvafraga.net/?p=5540</guid>
<description><![CDATA[Resumo As políticas curriculares portuguesas inspiram-se no discurso das políticas internacionais que recomendam às escolas maior autonomia. Em Portugal, implementaram-se, a partirde 2017, medidas em torno da autonomia e flexibilidade curricular. Neste artigo procura-mos compreender o quadro jurídico-normativo da Autonomia e Flexibilidade Curricular(AFC), patente nas orientações educativas do Perfil dos Alunos à Saída da Escolaridade […]]]></description>
<content:encoded><![CDATA[
Resumo As políticas curriculares portuguesas inspiram-se no discurso das políticas internacionais que recomendam às escolas maior autonomia. Em Portugal, implementaram-se, a partirde 2017, medidas em torno da autonomia e flexibilidade curricular. Neste artigo procura-mos compreender o quadro jurídico-normativo da Autonomia e Flexibilidade Curricular(AFC), patente nas orientações educativas do Perfil dos Alunos à Saída da Escolaridade Obrigatória, do Currículo dos Ensinos Básicos e Secundário, das Aprendizagens Essenciais, da Estratégia Nacional de Educação para a Cidadania, da Educação Inclusiva e do Programa Nacional de Promoção do Sucesso Escolar. Procedemos a um estudo exploratório, de natureza qualitativa, assente numa abordagem descritiva e interpretativa, centrado num estudo de caso único – a dimensão normativa da AFC em Portugal. Utiliza-se comotécnica de recolha de dados a análise documental e como técnicas de análise e tratamentodos dados a análise de conteúdo e a triangulação dos normativos referenciados. Ao nível das intenções declaradas na narrativa da política educativa, preconizam-se medidas inovadoras nos domínios curricular e pedagógico, com vista à melhoria e qualidade do ensino e das aprendizagens, invocando no entender dos autores a necessidade de apro-fundar processos substantivos da autonomia das escolas num modelo de administração educacional que em Portugal se mantém centralizado e desconcentrado.
Palavras-chave: Política educativa, Autonomia pedagógica, Autonomia curricular, Qualidade, Melhoria educativa
Curricular Autonomy and Flexibility as Management Tools. The Case of Portugal
Abstract Portuguese curriculum policies are inspired by the discourse of international policies that recommend schools greater autonomy. Since 2017, measures have been implemented around curriculum autonomy and flexibility in Portugal. In this article, we seek to understand the legal-normative framework of Curricular Autonomy and Flexibility (AFC), evident in the educational guidelines of the Students’ Profile by the End of Compulsory Schooling, the Basica and Secondary Education Curriculum, Essential Learning, the National Education Strategy for Citizenship, Inclusive Education and the National Program for the Promotion of SchoolSuccess. We carried out an exploratory study of a qualitative nature, based on a descriptive and interpretive approach, centered on a single case study – the normative dimension of AFCin Portugal. Document analysis is used as a data collection technique, data analysis and treatment techniques, content analysis, and the triangulation of referenced standards. In terms of the intentions declared in the educational policy narrative, innovative measures are recommended in the curricular and pedagogical domains to improve the quality of teaching and learning, invoke the authors’ understanding of the need to deepen substantive processes of school autonomy in an educational administration model that in Portugal remains centralized and deconcentrated.
Keywords: Educational policy, Pedagogical autonomy, Curricular autonomy, Quality, Educational improvement
Available in / Disponível em: <a href="https://www.researchgate.net/publication/350401469_Autonomia_e_Flexibilidade_Curricular_como_Instrumentos_Gestionarios_O_Caso_de_Portugal">ResearchGate</a>
]]></content:encoded>
<post-id xmlns="com-wordpress:feed-additions:1">5540</post-id> </item>
<item>
<title>A Educação de Adultos nos Espaços Pedagógicos da Intervenção Comunitária</title>
<link>https://nunosilvafraga.net/?p=5531</link>
<dc:creator><![CDATA[admin]]></dc:creator>
<pubDate>Fri, 29 Dec 2023 10:15:00 +0000</pubDate>
<category><![CDATA[Administração Educacional]]></category>
<category><![CDATA[Educação de Adultos]]></category>
<category><![CDATA[Educação e Cidadania]]></category>
<category><![CDATA[Gestão de Projectos em Educação]]></category>
<category><![CDATA[Histórias de Vida]]></category>
<category><![CDATA[Intervenção Comunitária]]></category>
<category><![CDATA[Investigação-Ação Participativa]]></category>
<category><![CDATA[Publicações]]></category>
<guid isPermaLink="false">https://nunosilvafraga.net/?p=5531</guid>
<description><![CDATA[Resumo O presente artigo visa problematizar a educação de adultos em ambientes não formais de aprendizagem. Apresenta-se uma análise às políticas de educação e formação de adultos em Portugal, destacando-se a nível local o potencial de práticas de intervenção pessoal, social e de emancipação desenvolvidas em contextos de Intervenção Comunitária e associadas à dimensão da […]]]></description>
<content:encoded><![CDATA[
Resumo O presente artigo visa problematizar a educação de adultos em ambientes não formais de aprendizagem. Apresenta-se uma análise às políticas de educação e formação de adultos em Portugal, destacando-se a nível local o potencial de práticas de intervenção pessoal, social e de emancipação desenvolvidas em contextos de Intervenção Comunitária e associadas à dimensão da Aprendizagem ao Longo da Vida. Enquadra-se a metodologia de investigação-ação participativa (IAP) como roteiro de planificação e desenvolvimento das práticas de intervenção. Através da análise de conteúdo a nove projetos de Intervenção Comunitária decorridos entre os anos de 2014 e 2017, foi possível concluir que ao nível do trabalho desenvolvido em ambientes não formais de aprendizagem o foco da Aprendizagem ao Longo da Vida reconstrói-se por práticas de ação participativa, onde os objetivos da intervenção nascem das problemáticas do público-alvo, das suas características enquanto grupo social e cultural específico, com vista à aquisição de competências e habilidades essenciais à vida em sociedade.
Palavras-chave:Educação de Adultos; Intervenção Comunitária; Investigação-ação Participativa; Aprendizagem ao Longo da Vida; Pesquisa Qualitativa
Adult Education in the Pedagogical Spaces of Community Intervention Abstract
This paper aims to problematize adult education in non-formal learning environments. An analysis of the policies of adult education and training in Portugal is presented, highlighting at the local level the potential for personal, social, and emancipation intervention practices developed in Community Intervention contexts and associated with the dimension of Lifelong Learning. The participatory action research methodology (IAP) is framed as a route for planning and developing intervention practices. Through the analysis of the content of nine projects of Community Intervention between 2014 and 2017, it was possible to conclude that at the level of work developed in non-formal learning environments, the focus of Lifelong Learning is reconstructed by practices of participatory action, where the objectives of the intervention arise from the problems of the target audience, their characteristics as a specific social and cultural group, to acquire the skills and abilities essential to life in society.
Keywords: Adult Education; Community Intervention; Participatory action research; Lifelong Learning; Qualitative research
Available in / Disponível em: <a href="https://www.researchgate.net/publication/333039663_A_Educacao_de_Adultos_nos_Espacos_Pedagogicos_da_Intervencao_Comunitaria">ResearchGate</a> 
]]></content:encoded>
<post-id xmlns="com-wordpress:feed-additions:1">5531</post-id> </item>
<item>
<title>O regime de autonomia e administração das escolas: do plano das intenções declaradas ao plano das ações. O caso da Região Autónoma da Madeira</title>
<link>https://nunosilvafraga.net/?p=5526</link>
<dc:creator><![CDATA[admin]]></dc:creator>
<pubDate>Thu, 28 Dec 2023 09:00:00 +0000</pubDate>
<category><![CDATA[Administração Educacional]]></category>
<category><![CDATA[Autonomia Escolar]]></category>
<category><![CDATA[Flexibilidade Curricular]]></category>
<category><![CDATA[Gestão de Projectos em Educação]]></category>
<category><![CDATA[Legislação]]></category>
<category><![CDATA[Publicações]]></category>
<guid isPermaLink="false">https://nunosilvafraga.net/?p=5526</guid>
<description><![CDATA[Resumo O estudo das políticas de educação está sujeito a dois planos de análise: o das intenções declaradas ao nível das políticas educativas patentes nos normativos legais e documentos oficiais e o das decisões/práticas. Neste artigo procuramos compreender, por um lado, o enquadramento jurídico-normativo do regime de autonomia e administração das escolas dos 2.º e […]]]></description>
<content:encoded><![CDATA[
Resumo
O estudo das políticas de educação está sujeito a dois planos de análise: o das intenções declaradas ao nível das políticas educativas patentes nos normativos legais e documentos oficiais e o das decisões/práticas. Neste artigo procuramos compreender, por um lado, o enquadramento jurídico-normativo do regime de autonomia e administração das escolas dos 2.º e 3.º ciclos do ensino básico e secundário da rede pública da Região Autónoma da Madeira (RAM) e, por outro, analisar o nível das ações e das práticas. Procedemos a um estudo exploratório, de natureza qualitativa, assente numa abordagem descritiva e interpretativa, centrado num estudo de caso único – a dimensão normativa do regime de autonomia e administração das escolas na RAM. Utiliza-se como técnica de recolha de dados a análise documental e como técnicas de análise e tratamento dos dados a análise de conteúdo e a triangulação dos normativos legais. Ao nível das intenções declaradas, preconiza-se, desde a década de 80, a descentralização das políticas educativas e maiores níveis de autonomia das escolas, de forma a construírem a sua autonomia a partir da comunidade onde estão inseridas. Não obstante o discurso descentralizador e autonómico, não se verifica uma alteração significativa quer das políticas da administração central, quer das práticas das próprias escolas, assistindo-se a uma mera execução periférica das decisões definidas pelo poder central.
Palavras-chave: descentralização; autonomia decretada; autonomia construída; ultraperiferia.
The regime of autonomy and administration of schools: from the level of declared intentions to the level of actions. The case of the Autonomous Region of Madeira.
Abstract
The study of education policies is subject to two levels of analysis: declared intentions at the level of educational policies evident in legal regulations, official documents, and decisions/practices. In this paper, we seek to understand, on the one hand, the legal-normative framework of the autonomy and administration regime of schools in the 2nd and 3rd cycles of basic and secondary education in the public network of the Autonomous Region of Madeira (RAM) and, on the other hand, another, to analyze the level of actions and practices. We carried out an exploratory study of a qualitative nature, based on a descriptive and interpretive approach, centered on a single case study – the normative dimension of the regime of autonomy and administration of schools in RAM. Document analysis is used as a data collection technique, and as a data analysis and processing technique, content analysis and the triangulation of legal regulations are used. In terms of declared intentions, since the 1980s, the decentralization of educational policies and greater levels of autonomy for schools have been advocated to build their autonomy from the community in which they operate. Even with the decentralizing and autonomous discourse, there is no significant change either in the policies of the central administration or in the practices of the schools themselves, witnessing a mere peripheral execution of the decisions defined by the central power.
Keywords: decentralization; decreed autonomy; built autonomy; outermost.
Available in/ Disponível em: <a href="https://www.researchgate.net/publication/364339368_O_regime_de_autonomia_e_administracao_das_escolas_do_plano_das_intencoes_declaradas_ao_plano_das_acoes_O_caso_da_Regiao_Autonoma_da_Madeira">ResearchGate</a>
]]></content:encoded>
<post-id xmlns="com-wordpress:feed-additions:1">5526</post-id> </item>
<item>
<title>Call for Papers “The democratic management of schools and universities in the 50 years of April”. Revista Lusófona de Educação (Scopus)</title>
<link>https://nunosilvafraga.net/?p=5518</link>
<dc:creator><![CDATA[admin]]></dc:creator>
<pubDate>Wed, 27 Dec 2023 14:57:43 +0000</pubDate>
<category><![CDATA[Administração Educacional]]></category>
<category><![CDATA[Publicações]]></category>
<guid isPermaLink="false">https://nunosilvafraga.net/?p=5518</guid>
<description><![CDATA[Guest Editors Nuno Fraga (Universidade da Madeira e CIE-UMa)Ana Patrícia Almeida (Universidade Aberta e Le@d – Laboratório de educação a distância e E-learning)Licínio Lima (Instituto de Educação da Universidade do Minho e CIEd)Maria João de Carvalho (Universidade de Trás-os-Montes e Alto Douro – Centro de Investigação e Intervenção Educativas -CIIE) This themed issue of Revista […]]]></description>
<content:encoded><![CDATA[
<figure class="wp-block-image size-large"><a href="https://nunosilvafraga.net/wp-content/uploads/2023/12/destaques-revista_educacao.jpg"><img loading="lazy" decoding="async" width="1024" height="352" src="https://nunosilvafraga.net/wp-content/uploads/2023/12/destaques-revista_educacao-1024x352.jpg" alt="" class="wp-image-5520" srcset="https://nunosilvafraga.net/wp-content/uploads/2023/12/destaques-revista_educacao-1024x352.jpg 1024w, https://nunosilvafraga.net/wp-content/uploads/2023/12/destaques-revista_educacao-300x103.jpg 300w, https://nunosilvafraga.net/wp-content/uploads/2023/12/destaques-revista_educacao-768x264.jpg 768w, https://nunosilvafraga.net/wp-content/uploads/2023/12/destaques-revista_educacao-700x241.jpg 700w, https://nunosilvafraga.net/wp-content/uploads/2023/12/destaques-revista_educacao.jpg 1148w" sizes="(max-width: 1024px) 100vw, 1024px" /></a></figure>

Guest Editors
Nuno Fraga (Universidade da Madeira e CIE-UMa) Ana Patrícia Almeida (Universidade Aberta e Le@d – Laboratório de educação a distância e E-learning) Licínio Lima (Instituto de Educação da Universidade do Minho e CIEd) Maria João de Carvalho (Universidade de Trás-os-Montes e Alto Douro – Centro de Investigação e Intervenção Educativas -CIIE)

This themed issue of Revista Lusófona de Educação aims to describe, analyze, and interpret the democratic management of schools and universities in the 50 years since April.
Associated with the 25th of April 1974, which gives it a political significance, democratic management is the result of the release of tensions that had been felt for decades and which extended to schools (Delgado & Martins, 2002), resulting in changes introduced into schools by the educational actors themselves, particularly teachers and students, in the immediate aftermath of the revolution, in a clear attempt to break away from the strongly centralised high school model (Barroso, 1999, 2002; Lima, 1998). This period of political decompression will show the ability of educational actors to dominate areas of uncertainty, transforming schools into spaces of communicability that allowed for change and where power was operationalised through decision-making, exercising an autonomy that was “won through action, demanded and tested in practice, through processes of direct democracy” (Lima, 1998, p. 157) and not the result of a delegation of power, which embodies the slogan “Power to the Schools”.
Decree-Law 176/74, of 29 April, and especially Decree-Law 221/72, of 27 May, among other pieces of legislation that followed, would retrospectively recognise organisational dynamics resulting from the initiative of educational actors while at the same time affirming, albeit timidly, the continuation of central power (Lima, 1998). This aspect has led some authors to use the concept of a “dual state” (Formosinho & Machado, 2000; Santos, 1984) to characterise the period following the Revolution, even though it is recognised that during this period “self-management was tested and de facto autonomy began to be exercised, although not de jure, through processes of mobilisation, participation and activism that confronted the central powers” (Lima, 2007, p. 23). 23), with the result that the administration responded with delay and by reaction, in a first phase of legal coverage and legalisation a posteriori.
Decree-Law no. 769-A/76, of 23 October, which established the school governance model, would achieve the aim of normalising school life along the lines of a return to concentrated centralisation. Although it became known as the “democratic management” model, it established a period referred to by various authors as the “normalisation period” (Grácio, 1981; Lima, 1998; Stoer, 1982, 1986). The idea of “democratic prosthesis”, put forward by Barroso (1991) or other judgments that point to its constraints on democracy (Afonso, 1988; Cunha, 1995; Ferreira, 1992; Lima, 1998), find justification in the “institutionalisation” of democratic management carried out on the fringes of decentralisation and autonomy, leaving out local authorities, families and students.
Although it represented “a lasting institutionalising innovation in Portuguese school administration” (Teodoro, 1994, p. 77), from its promulgation until the publication of the LBSE Law, relations between the administration and schools remained unchanged, particularly with regard to issues of school autonomy.
The third period of democratic management, between the early 1990s and the first decade of the 21st century, whose most relevant regulations, namely Decree-Law 172/91 of 10 May and Decree-Law 115-A/98 of 4 May, kept the centre’s influence over schools intact in terms of essential aspects (Barroso, 1998; Estêvão, 2001; Lima, 2000; Silva, 2004; Barroso & Almeida, 2001).
The beginning of the fourth period is marked by Decree-Law no. 75/2008, of 2 April, which will be consolidated by Decree-Law no. 137/2012, of 2 July. º 137/2012, of 2 July, which breaks with collegiality in school management by personifying the Principal as the face of the school, on whom all political and administrative pressures fall, which limits and undermines the principles of participation and eligibility (Costa, 2009; Carvalho, 2012; Leal & Carvalho, 2013; Lima, 2011), although in the autonomous regions, the scenario that supports this collegiality is different (Silva & Fraga, 2022).
In the case of higher education in Portugal, Decree-Law no. 806/74 of 31 December aimed to provide greater relative autonomy for higher education schools, although it did not explicitly use the term autonomy and the management bodies of these schools were formally subordinated to the central administration. This decree was a response to previous spontaneous movements and aimed to create firmer, more representative structures in higher education institutions. Despite the efforts to democratise management, there was a conservative approach in terms of openness to the environment and autonomy. Despite the emphasis on representative democracy, universities remained largely subordinate to the government. Real management power was limited, and the appointment of key positions, such as rectors, remained under government control. The democratic management of universities in Portugal during this period was characterised by efforts to increase participation and collegiality. However, real autonomy and decentralisation were limited, keeping universities under centralised control (Lima, 2009).
It is, above all, based on these previous considerations on the democratic management of schools and universities and recognizing that the space for reflection and debate is even wider than we open this Call for Papers to all those who would like to contribute to deepening this analysis and, in particular, retrieve and juxtapose the principles and challenges of democratic management today, 50 years after April. As Lima (2018) points out, it is still relevant in this day and age to ask “how democratic is the democratic management of public schools?”
Deadlines 
<div class="wp-block-group is-layout-constrained wp-block-group-is-layout-constrained"><div class="wp-block-group__inner-container">
Submission: until 15th February 2024
Evaluation: until 31st March 2024
Publication: second quarter of 2024
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More information: <a href="https://revistas.ulusofona.pt/index.php/rleducacao/announcement/view/185" target="_blank" rel="noreferrer noopener">https://revistas.ulusofona.pt/index.php/rleducacao/announcement/view/185</a> 
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<title>Ainda há estrada.</title>
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<dc:creator><![CDATA[admin]]></dc:creator>
<pubDate>Tue, 26 Dec 2023 15:30:43 +0000</pubDate>
<category><![CDATA[ex nihilo nihil]]></category>
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<description><![CDATA[“Fiquei magoado, não por me teres mentido, mas por não poder voltar a acreditar-te.”(Friedrich Wilhelm Nietzsche)]]></description>
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 “Fiquei magoado, não por me teres mentido, mas por não poder voltar a acreditar-te.” (Friedrich Wilhelm Nietzsche)
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<title>Reality. Change.</title>
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<dc:creator><![CDATA[admin]]></dc:creator>
<pubDate>Mon, 01 Mar 2021 18:45:43 +0000</pubDate>
<category><![CDATA[ex nihilo nihil]]></category>
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