From the analysis of intervention projects to the knowledge and practices of diretors of schools and school clusters

In this article six Intervention Projects (IP) are analyzed presented by directors of school clusters in a municipality located south of Porto, at the time of the first application to the Contest for Tenure for school directors (for the quadrennium 2009-2013). We reflect on the content of the IP as true individual projects of governance intentions of school educational organisations, analyzing them as far as they contribute to learning and social justice. That is, we assume the proposal for intervention in the unipersonal figure of the school headmaster (that Decree-Law 75/2008 proposes) and we intend to understand what are the main concerns that guide the intervention proposed by the headmasters to schools that they apply to, with regard to school results as indicators against early school leaving and educational success. In this perspective, we report a session of the interpretative analysis carried out, bringing to this text, essencially, the categories equity and learning in the fight against failure and dropout, according to what was announced in the IP. Finally, it is expected that this analysis may contribute with preliminary but struturing indicators on the issue of leadership trainning in the Portuguese context.