An open letter has been published addressed to the Portuguese Minister of Education, asserting that the principle of state subsidiarity is explicitly enshrined in the national Constitution rather than centralism. The author cites Article 6 of the Portuguese Constitution, which mandates that the State respect local autonomy and democratic decentralization, arguing that this principle is binding and not merely recommendatory. According to the text, any government action infringing upon this constitutional principle constitutes unconstitutionality under Article 277.
The letter defines subsidiarity as a requirement for political decisions to be made at the level closest to citizens, describing it as a necessary revolution against Portugal's tradition of state centralism and monopolies. The author contends that the current system favors an "estatocracy" over democracy by prioritizing state control through ministerial decrees rather than empowering local institutions.
To illustrate an alternative model, the author includes an official translation of a text from the Italian Ministry of Instruction regarding school autonomy in Italy. The Italian system is described as being organized based on subsidiarity and institutional autonomy, where public schools possess pedagogical, organizational, and research independence. Under Law No. 59/1997, Italian schools have legal personality and can manage their own accounting, adopt three-year training plans, and enter into contracts and associations with public and private entities.
The letter criticizes the Portuguese education system for its lack of functional autonomy, noting that while a previous government under Minister Marçal Grilo attempted to launch school autonomy statutes, superior bureaucracy blocked these efforts. The author points to recent examples of centralization, such as the ministerial decision on mandatory reading books and the centralized selection of free textbooks, characterizing this approach as governing through ministerial decrees rather than law.
The text highlights a discrepancy in professional recognition between teachers in non-tertiary education and professionals in higher education, medicine, or engineering. It argues that public school teachers are treated as executive functionaries without significant autonomy, despite their competence. The author suggests that reforms should align the autonomy of non-tertiary schools with that of higher education institutions, granting them greater dignity and operational means.
The letter references a 2020 manifesto titled "In Defense of Educational Freedoms," which was signed by prominent figures including Cardinal Manuel Clemente, former President Aníbal Cavaco Silva, and various political leaders. This document emerged from a controversy regarding the mandatory "Education for Citizenship and Development" subject, specifically concerning a family in Famalicão that refused participation based on conscientious objection to topics on gender and sexuality.
The author concludes by urging the Minister of Education and the Minister of State Reform to implement changes that reduce centralism. The proposed reforms aim to grant non-tertiary public schools greater functional autonomy, similar to the Italian model, which includes specific objectives such as combating social inequalities, promoting active citizenship, and ensuring the right to study through personalized educational paths.
Sources: Observador.