Inclusive Education Systems: The Struggle for Equity and the Promotion of Autonomy in Portugal

Abstract

The universalization of schooling has triggered issues about the organization and management of more inclusive education systems. Several transnational organizations have produced guidelines that have contributed to the concept of inclusive education being incorporated into national educational policies. To identify the ideas underpinning this concept, we mobilized a policy cycle theoretical–methodological proposal. From a thematic analysis of (inter)national texts, four themes emerged: the recognition of diversity, the struggle for equity, the promotion of school autonomy and the emphasis on the participation of the educational community. In this article, we analyze the ideas underpinning the themes of struggle for equity and promotion of school autonomy to analyze the challenges and opportunities resulting from their articulation. Analysis of the Portuguese case revealed that the legal and normative framework shaped by international documents underlines a tension between these two themes, raising questions regarding the practices enacted by national and institutional actors. The findings suggest that equity is conditional on school autonomy; nevertheless, granted autonomy may not translate into improved equity. The extent to which our analysis of the Portuguese case reflects other national contexts where effective autonomy enhances equity remains to be seen.