Inclusion is an unavoidable dimension of education and the school’s mission. Educational organisations must therefore seek approaches and practices that materialise in the effective management of diversity, equity and inclusion, since these are conditions for the involvement of the whole community to achieve the goals of education for all. This study sought to answer (i) How do school leaders conceptualize equity and inclusion? (ii) What guidance and administrative procedures do headteachers use to facilitate inclusion? (iii) What characterises their practices concerning leadership for equity and inclusion? The empirical focus of the research was a set of school principals of Portuguese public schools, where a qualitative methodology was used, namely the interview survey technique. The sample gathered 11 interviewees. The results show that, although from an ideological point of view, headteachers have a broad conception of inclusive education, from an operational point of view, the evidence shows the implementation of normative practices. The data point to a reproduction of Portuguese policies and their priorities, showing a leadership engaged in targets, outcomes and performance indicators. The conclusions of the article point to the need to explore new possibilities for understanding inclusion and leadership, and these understandings may impact the school’s transformation toward successful inclusion.
We are not born readers. We learn to read and enjoy reading if our learning and experiences allow it. The school, family, and community have an essential role in promoting reading, contributing to the creation of proficient and motivated readers who share a taste for knowledge. Collaborative practices should therefore be created between teachers, family, and community to promote reading and thus the academic and personal success of students. This was the aim of the Project Já Sei Ler: Leitura em Voz Alta (I Can Read: Reading Aloud), which seeks to operate on three fundamental axes: (1) the promotion of strategies that encourage reading aloud; (2) the development of shared reading habits in the family; and (3) the involvement with the community, leading to an awareness of the importance of reading in the construction of the individual and of future citizens. In this way, this chapter aims to present accounts of the implementation of this intervention project focused on reading, from the school, family, and community.
In recent years, there has been a growing interest in integrating mobile technologies into the formal system in the field of formal education and, in particular, higher education. Furthermore, due to the circumstances caused by the pandemic panorama that extended to most countries in the world in 2020, various sectors, in which education is included, were forced to reinvent and transform themselves in order to adapt to emergency remote education. What the authors propose with this chapter is to make an analysis of the state of the art on the theme of informal communication in the educational context, and particularly in higher education, with the use of the available technology, namely mobile media. Through a literature review already initiated in previous studies, it is intended to know the national and international panorama about the use of mobile applications in the context of higher education and in what way the devices traditionally conceived for informal communication are being used and adapted to a formal context.
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