This paper analyzes data from a comparative study Brazil/Portugal - as carried out post-doctoral and supported by CAPES - which were addressed issues of school organization, taking into consideration three movements: the discussion of the contemporary context in which they originate public policies of education in both countries; the examination of legal measures that govern the management and school autonomy, considering that their modification requires political negotiation processes and /or changes in the executive sphere; analysis of the vision of school leaders in both countries, taking as its premise that government programs are translated by education professionals in interactive and unpredictable processes. This work has focused on the state of Sao Paulo, seeing that this is a country with continental dimensions.
school principals; school autonomy; educational policy; comparative studies