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“Programa Escolhas”(Choices Program) is a nationwide program focused on promoting the social inclusion of children and young people from vulnerable socio-economic backgrounds, such as ethnic minorities, aiming at equal opportunities and strengthening social cohesion. In 2017, Pombal Municipality signed a protocol, between local entities, foreseeing the execution of a set of activities aimed at children and young people, between 6 and 30 years old, from the gypsy communities of this city and living in the poor neighbourhoods. The “Project 3I”(to Intervene, to Integrate and to Include), inserted in the “Choices Program”, aims at an attitude change towards school and its importance in the personal and professional future of students from the Gipsy community. The present study was intended to, on one hand, listen to the Pombal Municipality Facilitators’ opinion on Projeto 3I and, on the other, to get to know the gains that those functions gave them. To do so, a group focused interview was done, the results showing that their intervention helped gipsy community students to look at their relationship with the school and formal learning in a more positive way. Another conclusion was that the Facilitators consider having had a relevant role, gaining both in professional and personal terms.

This paper focuses on the complex process of planning and settlement of the qualifying training network in Alto Minho region, which took place in 2017.The National Agency for Qualification and Professional Education (ANQEP, I.P.) considers extremely important and necessary for Portugal to have a System of Anticipation of Qualification Needs (SANQ), which appears as the great source of information for the characterization of the territories in terms of forecast short and medium term qualification needs and for the updating of the National Qualification Catalogue (CNQ). This study analyses, on the one hand, the methodological approach on which the development of the System of Anticipation of Qualification Needs (SANQ) was based, as an instrument that provides the characterization of the territories in terms of forecast short and medium term qualification needs. On the other hand, elucidates us about the role of the different structures that interview in the whole process of organization of the educational and training supply network from the macro level, ANQEP and General Direction of School Establishments (DGEstE), at meso level, CIM Alto Minho and Direction of Regional Services of the North (DSRN), and finally at the micro level, where we consider municipalities, schools and where the economic and the business tissue of the region is implemented, approaching the decisive role they play in this whole process of “haggling” and negotiation of this network, paying attention to their own interests. This study is part ofa research methodology of qualitative nature, presenting itself as an instrumental case study, validated by the triangulation of data sources, subjects and by methodological triangulation. Data collected and analyzed in this study allow us to conclude that most of the participants in the process of defining the training supply network recognize that the methodology that supports SANQ results to CIM Alto Minho did not produce valid results for the region and, towards this observation, we consider that all subsequent work defining criteria for network construction and the relevance assigned to qualifications for the region is weakened. On the other hand, the collection of data and the analysis that has been carried out, allow us to conclude that we are witnessing a process of concertation of a network of fictitious formative supply, marked by the logic of staging and organized hypocrisy by Brunsson (2006).

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The traditional model of pedagogical organization of the school is inadequate to the diversity of publics that it receives and to the new missions assigned to it. The search for a solution presupposes a focus on contextualized organization and management issues. This article aims to make known a research carried out in a public school, integrated in the TEIP3 program and with autonomy contract, whose purpose is to understand and reflect how this school is organized to promote the school success of its students. The study is qualitative and the methodology adopted is part of the interpretative paradigm, structured in a case study. The analysis of the data collected from the pedagogical managers and the students shows the impacts of the new redesign of the pedagogical and curricular management in the teaching work and in the students learning.

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This paper is part of a study conducted in Educational Administration. The study object is the role of Informatics Platforms (IP) in public schools’s organization and management. The study was focused on the perceptions related with both the concept and the role of IP, as well as on IP implications in director’s actions and state’s regulatory role. The methodological approach was a qualitative research study. Semi-structured interviews to school directors as well as to decision-makers from “Central Administration of Education” were conducted and content analysis was carried out based on a mixed categorization system supported by qualitative data analysis software. Results demonstrate that IP play a central role in school management, namely as facilitators in school director’s actions, by providing access to important data. However, IP can also be responsible for the alienation of school director’s role. The study made it possible to understand that the role and action of the state is to control and exercise anonymous power. Despite the fact that modernization and decentralization are advocated as state’s goals, the study provides evidence that IP enable the state to perform its regulatory role, thus reinforcing state’s control centralization models.

The new balances between the state, teachers, parents, local government administration and the community in general in the administration of education and in the local socio-educational regulation there is a whole field open to new conceptions in the management of public education networks. As pedagogical actions are what work and tend to occur mainly in the classroom space, for a better understanding of them it is necessary to call for perspectives of analysis that do not ignore the compositional structure of the class as a critical factor of school performance. Hence the idea of exploring interactions between school results, contextual factors and inputs associated with pedagogical dynamics, aiming at the contextual analysis and projection of the class’s school results, reflecting school year commitments in each of the class groups and inducing the decentralization of the focus of discussion of external compositional factors for targets related to the pedagogical dynamics, methodologies and work processes adopted, organizational criteria for the constitution of groups and the distribution of teaching, education support workers and other resources, curricular practices and evaluation criteria. In the technical instrumental plan, we used two models of analysis and contextualized projection of the school performance of the class: the method of partial least squares (PLS), particularly suitable when there are several explanatory variables and correlated results with each other and if there are a small number of observation cases; the method of class contextual scores (MSC), whose algorithm we developed, is supported by the intensity and correlative sense between each of the contextual variables of the class and the result variables allowing the projection of minimum school commitments and the respective readjustment for each of the classes according to the contextual score of each one.

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