Abstract:

Portugal, like many countries, faces persistent challenges in its pursuit of equity in the education system. Since 2000, development and action plans adopted by the European Union and data disseminated by supranational agencies, including the Organisation for Economic Co-operation and Development (OECD), have played a significant and instrumental role in providing extensive data and establishing benchmarks, directly influencing public policy debates. This study explores the perspectives of education policymakers regarding public policies to promote equity. To this end, interviews were conducted with policymakers, namely representatives of the Ministry of Education and the Directorate-General for Education in Portugal, who held positions between 2000 and the present day. The qualitative thematic analysis of these interviews resulted in a comprehensive mapping of policymakers' perspectives and discourses on socioeconomic equity policies in Portugal, highlighting the complexity underlying the understanding of this multifaceted topic. Additionally, the study revealed policymakers' perceptions regarding the feasibility of effectively monitoring equity policies and the evolution of equity in Portugal. The statements by policymakers also revealed how the strategies and objectives present in public equity policies have also been influenced by transnational and supranational agreements and agencies.

Keywords:

Socioeconomic equity, equity policies, education policies.