Challenges for participation and inclusion in a bureaucratized School

Children's participation in school is a crucial point of the United Nations Convention, but there is evidence that their voices have little impact on decisions made in the education system, compromising their inclusion. This situation worsens for those who have additional support needs for learning, a particularly disadvantaged and unprotected group, which demands effective responses to diversity and greater participation in their training and in the life of the educational community. Cumulatively, the role played by teachers is fundamental to achieving the goals of the UN 2030 Agenda and guaranteeing the right to quality, inclusive and equitable education. Excessive bureaucracy contradicts and makes these responses difficult, as it subordinates effectiveness in favor of procedural/documentary compliance, is hierarchical and depersonalizes relationships. Participation, on the other hand, requires time, debate, democratic sharing, confrontation of opinions and teamwork. This study, in which 3913 Portuguese teachers collaborated, investigates whether legislation on inclusive education makes it possible to overcome the bureaucratic dysfunctions that have increased in recent decades. It was concluded that the bureaucratic burden intensified, presenting pedagogical inefficacy, administrative/pedagogical inefficiency and ineffectiveness in the lives of students and other educational actors.