MIDDLE LEADERSHIP AND INCLUSIVE EDUCATION IN PORTUGUESE SCHOOLS ABROAD: CASES FROM CAPE VERDE AND MOZAMBIQUE

Our study explores the intersection of Portugal's cooperation policies with the PALOP (Portuguese-speaking African Countries) and inclusive education, focusing on the role of middle leadership in fostering inclusive practices.Since the independence of these former Portuguese colonies following the 1974 democratic revolution, Portugal has established a network of 27 schools in 7 countries across Africa, Asia, and Oceania, all managed under the Portuguese Ministry of Education.These schools aim to contribute to local development while implementing Portuguese educational policies.In recent decades, the Portuguese education system has undergone significant reforms, emphasizing school autonomy and leadership.Middle leaders, in particular, have emerged as key actors in promoting professional development for teachers, improving teaching quality, and advancing inclusive education.Guided by the theory of practice architectures, this study investigates the practices of middle leaders in two Portuguese public schools abroad: one in Cape Verde and one in Mozambique.The goal is to identify how local practices enable or constrain the implementation of inclusive education policies and to uncover the contextual factors shaping these practices.Using qualitative and exploratory methodology, we analyse the "sayings," "doings," and "interactions" of local actors to understand the dynamics of middle leadership in these settings.We aim to determine whether the implementation of Portuguese educational policies in these schools fosters the emancipation of local citizens or perpetuates forms of neocolonialism under the guise of development aid.