Rethinking Inclusive Education in Portugal


After the Salamanca Statement, UNESCO (2017) reiterated the challenge that every student matters and matters equally. Therefore, the policies, practices and culture of inclusion must dictate the guarantee of equity, coating with authenticity an education aimed at “for all,” “with all” and “by all,” through political decision-makers, educational agents and of societies that have the duty and mission not to let the fundamental values inherent in human coexistence fade away. In this context, being able to learn, relate and cooperate with others is particularly important, in the context of the growing complexity of contemporary societies. The school plays an important role in valuing learning for a democratic experience, which has led to the adoption of new forms of collaborative work, justified by the resulting benefits. The narrative of the educational policy, in the field of Inclusive Education, has enabled the understanding of the pedagogical space, beyond the walls of the school. The vision of a school that doesn’t close in on itself and that finds spaces for pedagogical and curricular emancipation in its glocal territory presents itself as a future scenario for education. This essay is a critical reflection, based on a hermeneutic approach that, structured in pedagogical thinking, underpins Inclusive Education in Portugal, and juxtaposes it with the potential of teachers' collaborative work and the assumption of the territory as an educational space. It insists, therefore, on the mobilization of knowledge that conveys several possibilities of together (UNESCO, 2021) imagining other possible scenarios for an education with equity.

Author Information
Nuno Fraga, University of Madeira, Portugal
Gorete Pereira, University of Madeira, Portugal
Maria José Camacho, University of Madeira, Portugal

Paper Information
Conference: PCE2023
Stream: Education

This paper is part of the PCE2023 Conference Proceedings (View)
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To cite this article:
Fraga N., Pereira G., & Camacho M. (2023) Rethinking Inclusive Education in Portugal ISSN: 2758-0962 The Paris Conference on Education 2023: Official Conference Proceedings
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Posted by James Alexander Gordon