Henrique Ramalho

Henrique Ramalho is an Assistant Professor at the School of Education of Viseu, Polytechnic Institute of Viseu, Portugal, where he has been employed since 2012. He holds a Doctorate in School Administration and Organization from the University of Minho (2012), a Master's Degree in Education - Sociology of Education and Educational Policies (2002), and a Bachelor's Degree in Primary Education Teachers (2008). His academic career spans over two decades, progressing from Guest Assistant to his current position as Assistant Professor.

Dr. Ramalho's research focuses on educational policy, school administration, teacher evaluation, inclusive education, and educational sociology. His work critically examines the intersection of governance structures, policy implementation, and educational practice, with particular attention to accountability systems, school evaluation mechanisms, and the impact of decentralization on educational quality. His publications reveal a consistent engagement with critical theory and Freirean perspectives on educational transformation.

His scholarly contributions demonstrate significant expertise in understanding the complex relationships between educational policy discourse and practical implementation, particularly regarding teacher evaluation systems, school autonomy frameworks, and inclusive education policies. His work often employs meta-analytical approaches to examine broader patterns in educational governance across European contexts.

• Coordinator of Work-Based Training (Internship) for the Higher Professional Technical Course in Child Support (2015-Present)
• Quality Auditor of the Polytechnic Institute of Viseu (2013-Present)
• Coordinator of the Disciplinary Area of Educational Sciences (2014-2018)
• Principal Investigator for European projects including 'New Approaches in Inspection: A Polycentric Model' (2019-2022) and 'Distributed Evaluation and Planning in Schools' (2018-2020)

Dr. Ramalho has supervised numerous master's theses focused on educational inclusion, curriculum management, teacher-student interactions, and parental involvement in education. His international collaborations include work with European institutions on school evaluation frameworks and distributed planning approaches that incorporate student and parent voices in school improvement processes.