|Published online: March 22, 2017||$US5.00|
As a result of Portugal’s multicultural society, the schools there experience many problems that give them heterogeneous identities, wherein diversity plays a central role. As a resource for society, schools have the opportunity to transform differences into forms of inclusion, reaching states of equality, equity, and respect for cultural and ethnic differences. In the current society, in which the urgent needs for heterogeneity and diversity require social action, Educational Territory of Priority Intervention (TEIP) projects play a growing role in schools. They are directed to schools that have contextual issues, such as high dropout rates, special education needs, absenteeism, school failure, violence, and chronically unmotivated students. The aim of this article is to show TEIP in action, based on a case study of two Portuguese schools that are taking part in TEIP projects concerning the ages, genders, and training of their students, teachers, and parents. The research considers data from the case studies, analyzes the educational orientations of the organizations, and evaluates TEIP. It articulates the concept of an autonomous school that adopts inclusive practices.
|Keywords:||School, Educational Integration, School Dropout, Social Adaptation|
Lecturer, Department of Didactic and Scholar Organization, University of Granada, Granada, Spain
Professor, Department of Didactic and Scholar Organization, University of Granada, Granada, Spain
Researcher, Department of Teaching and School Organization, University of Granada, Granada, Spain