Relationships between school, place and community in border regions of mainland portugal

Abstract

The educational projects of school clusters (PEA) in the border regions of continental Portugal are the empirical data of this article. On the basis of the literature review, one recognized the existence of uneven opportunities, educational opportunities included, associated with these regions. In this article, on the basis of documental analysis, one discussed the basis of the way in which schools from border regions mobilize themselves in their relationship with the place, namely with the community and the region. The analysis suggested that schools assume different roles in this relationship, either positioning themselves as responsible for comprehensive networks to local development, sensitive to local specificities, or assuming a more functional and instrumental relationship. The school’s strategies are developing either in the establishment of networks, or geared towards openness. The young people, the school, the community or the cultural heritage can be the privileged object of this relationship. The analysis also suggested that, in the PEA, the place and the community are intended to be relevant for school’s dynamic. However, are rare the PEA that adapt themselves to specific aspects, namely, the border.