Abstract
After the April 1974 revolution, the existing political situation in Portugal was destroyed.With this came the first teacher unions, which were important in the mobilization of education inPortugal. Schools assumed the role of decision centres, developed processes of direct democracy,and were self-managing. Unions became privileged structures of intervention for the rights for teachers. In an attempt to regulate this period, law no 769-A/76 of October 23 was created, whichregulated the management of Portuguese schools. Gradually, the democratic management model assumed a (neo) corporate feature, allowing teachers to represent the public interest in school.
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