Integral Education and Collaborative Governance

Abstract

Contemporary discussions on Integral Education and democratic governance highlight the need for collaborative practices capable of articulating sectors, actors, and territories in the construction of more equitable and sustainable public policies. In this context, the present qualitative survey study analyzed intersectoral governance practices in REBRACE (Brazilian Network of Educating Cities) and RTPCE (Portuguese Territorial Network of Educating Cities), highlighting the analytical potential of the Brazil–Portugal dialogue. Guided by Creswell (2010), the research used a questionnaire with open- and closed-ended questions, administered to the networks’ managers, with the aim of understanding aspects related to organizational structures, democratic participation, intersectoral cooperation, international articulation, and monitoring, in compliance with research ethics procedures. The results suggest that both networks show a high degree of formalization, clearly defined roles, and the existence of deliberative bodies. At the same time, they indicate challenges and differences regarding civil society participation, the institutionalization of intersectoral cooperation, and the adoption of goals and indicators. Within this framework, Lusophone cooperation appears as a relevant strategy for exchange, institutional strengthening, and the improvement of Integral Education policies.