Resumo

ABRANTES, Pedro. Are the Priority Intervention Educational Territories reducing educational and social inequalities?. CIDADES [online]. 2022, vol.45, pp.147-160.  Epub 29-Dez-2022. ISSN 2182-3030.  https://doi.org/10.15847/cct.27404.

This article seeks to contribute to the understanding of the Educational Territories of Priority Intervention (TEIP) program and its impacts on the struggle against educational and social inequalities in Portugal, focusing on two dimensions: the socio-economic context of schools and the evolution of success rates in basic education. The analysis of official data from two cohorts (2013-2016 and 2016-2019) allows us to observe that integration into the TEIP program: (1) does not always correspond to more vulnerable context and success indicators; and (2) did not produced a more positive evolution than that observed for the national whole. The article discusses these patterns, in the light of national and international literature, concluding with some implications for public policy and research in this area.

Palavras-chave : priority education; school; community; inequalities; policies; TEIP.

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