Reframing Schools: What Has Been Learned and Remains in the Post-COVID-19 Period in Portugal

This study aims to analyze the policy measures adopted by the Portuguese government after the pandemic and examine teachers’ perspectives on school responses regarding these policy measures. A qualitative and interpretative methodology was used based on an analysis of official and public documents from the Ministry of Education. Interviews were also conducted with 12 teachers from various Portuguese schools. The results show that the policy measures implemented during the first period of confinement continued and were extended into the second period. To respond to the pandemic, various resources were offered to help solve teaching problems, as well as digital training for teachers. Following the pandemic, the strategy was to create a single instrument to bring together a set of initiatives developed during the pandemic. Results showed that these initiatives were positively received by the schools, according to teachers. Furthermore, the COVID-19 crisis inevitably forced schools to try to do things differently. The role of public authorities was essential because of their organizing power with schools. These public authorities adjusted and tailored their determinations and recommendations and selected the solutions they considered best responded to their internal needs. Likewise, schools created local innovations by adapting or creating new solutions.