Summary
This dissertation analyses the process of decentralisation of education in the Municipality of Cascais, with particular focus on the implementation of a semester-based system as a means of reorganisation of the school calendar. It is a case study aimed at understanding, from local experience, the effects and dynamics associated with the delegation of competences from the Ministry of Education to the Municipality of Cascais, formalised in the 2015 inter-administrative contract.
The research seeks to understand how different stakeholders — local government officials, school headteachers, municipal technicians, and members of the Municipal Council of Education (CME) — interpret and experience this process. A mixed methodology was adopted, combining qualitative and quantitative approaches through document analysis (CME meeting minutes, Educational Charter, and Municipal Strategic Education Plan) and semi-structured interviews.
One of the main findings is that national legislation did not trigger a sudden change, but rather legitimised practices already established locally. The interaction between different levels of governance — central, local, and at school level — is viewed positively, though still marked by asymmetries and some constraints, especially with regards to central government. The local authority is seen as respectful of pedagogical autonomy and proximity is recognised as a facilitating factor in management and innovation.
The introduction of semestralisation, promoted by the project “Cascais Ganha Tempo para Aprender” (“Cascais Gains Time to Learn”), was perceived as a catalyst for pedagogical and organisational change, fostering innovation and contributing to the well-being of the educational community.
This study contributes to the reflection on the future of educational decentralisation in Portugal, offering relevant insights into the role of local stakeholders in the implementation of more effective, territory-adapted public education policies.