Enfoques inclusivos en escuelas fronterizas y rurales portuguesas ante desafíos sociales: perspectivas del personal escolar

The aim of this study is to identify school practices that promote the educational inclusion of students, considering the most recent regulatory changes in Portugal in terms of inclusive education, analysing the inclusive approaches of rural border schools in mainland Portugal and their educational actors in amid the social challenges faced by these schools and considering the context of the health emergency. At a theoretical level, we start from a vision of inclusion and inclusive education based on quality education for all in a democratic and equitable way, paying attention to diversity and the social, cultural and individual characteristics of the students. Methodologically, semi-structured interviews were conducted with 38 school heads and 24 teachers coordinating the citizenship education component. The results allow us to identify various inclusive approaches in border schools, namely in promoting students' academic success, responding to structural asymmetries (geographical, socio-economic), including young people with diverse cultural backgrounds, and promoting students' participation in the school environment.