This paper explores the influence of social and political changes in Portugal on sex education policies and gender rights, particularly following the Carnation Revolution of April 25th, 1974, which established a democratic state. In the context of NW7. Social Justice and Intercultural Education, this study aligns with research approaches aiming to create spaces for active participation and ethical reflection on citizenship and inequalities. By emphasizing social justice, the research seeks to deepen the understanding of lived experiences and strengthen school practices and educational policies.
This article forms part of my ongoing doctoral research, which focuses on affective-sexual experiences and female sexual education in Portugal. It examines how policies evolved over time, from the Estado Novo period to the present, influenced by socio-political changes. The main objective is to analyze policies, legislation, and debates to identify the messages, priorities, concerns, and practices underlying these policies. The analysis spans five decades, highlighting key political shifts. It is essential to study sexual education practices during periods of instability, both in Portugal and globally, especially at times when rights are discussed, and there is a concern about reversing achievements.

From Dictatorship to Democracy

Portugal’s dictatorship from 1933 to 1974 was marked by oppression and misinformation, which led to the delayed institutionalization of gender and sexuality studies (Pereira, 2013). The authoritarian regime reflected an oppressive society, particularly for women and non-normative sexualities. The 1933 Constitution, for instance, enshrined equality for citizens, but with exceptions for women (Baptista & Alves, 2019). Female sexuality was heavily controlled, considered a "threat" to social order, and women were expected to maintain purity and virginity before marriage. Men, in contrast, had the authority to regulate their own sexuality and social roles (Aboim, 2013).
The 1970s marked a transition from dictatorship to democracy. Key legislative reforms included Law No. 485/77, establishing gender equality, and Law No. 482/72, introducing coeducation in schools. Governmental and civil organizations focused on women's rights emerged, and family planning was supported by Law No. 86/1976, providing contraceptive methods.
In the 1980s, Portugal continued modernizing, promoting gender equality, and strengthening ties with the European Union. The state ensured family planning services in health centers and hospitals through Law No. 3/84. This law also introduced sexual education as part of the “Personal and Social Education” curriculum, contributing to greater sexual autonomy.
In the 1990s, progressive policies were reinforced by socialist parties. Sexual education was incorporated into the curriculum under "Personal and Social Development." In 1998, the first referendum on the decriminalization of voluntary termination of pregnancy (Ref. 288/98) was held, though the issue remained controversial within the socialist party due to Catholic influence (Pirralha, 2000).
The 2000s saw the implementation of significant laws on sex education and reproductive rights. The first law specifically addressing sex education in schools was Law No. 60/2009. Additionally, Portugal legalized voluntary termination of pregnancy (Law No. 16/2007), provided access to the morning-after pill (Law No. 12/2001), and legalized same-sex marriage (Law No. 9/2010). In the second decade, laws promoting gender self-determination were passed (Law No. 38/2018), and Law No. 55/2018 introduced sexual education topics within the “Promotion of Gender Equality” strategy, focusing on gender identity, respect, intimate violence, and risky behaviors. Portugal also participated in the National Strategy for Equality and Non-Discrimination 2018-2030 (ENIND).
These legislative changes reflect Portugal’s ongoing commitment to gender equality, reproductive rights, and inclusive sex education policies. The country’s progress underscores the importance of social justice and intercultural education in advancing human rights. Despite ongoing challenges, these policies are a critical step toward ensuring equal rights and opportunities for all citizens.

To structure this analysis, following the guidance of Stephen Ball’s (1992) "policy cycle" theory, the research will be based on twenty-two documents, including strategies, legislation, guidelines, and bibliographics review, organized chronologically by decades and political mandates, in order to understand the dynamics and impacts of educational policies over time. The first concept Ball discusses is the "context of influence," which will be essential in introducing each decade and mandate, providing the context for the dominant political period. To do so, the role of the state, international organizations, social movements, and religious institutions will be analyzed to achieve a broader understanding of this "context of influence" (Ball, 1992). The "context of production" will reflect how the construction of laws is shaped according to a historical and political context, carrying ideological assumptions and values that influence different groups in various ways (Codd, 1988). Meanwhile, the "context of practice" is where policies are reinterpreted and implemented, often adapted by the actions of professionals involved, serving as the space where policies are subject to interpretation and can be recreated. Therefore, through the interpretation and analysis of laws and policies, we will verify if political mandates indeed influenced the creation of sexual education policies in Portugal. The analysis will be conducted chronologically, organized by decades and government mandates, to highlight the political, economic, and social transformations that have influenced and continue to influence sexual and reproductive rights and sexual education.The first decade analyzed will be the 1960s, which preceded the revolutionary regime, up until the second decade of the 20th century.

Sex education policies in Portugal evolved over the decades, with distinct objectives and approaches, initially shaped by repressive and limiting mandates, as seen during the dictatorship period. After the Carnation Revolution on April 25, 1974, the country entered a process of democratization, building a more democratic and inclusive state. In the 1960s, under the Estado Novo regime, sexuality, especially female sexuality, was severely repressed. In 1970, following the Revolution, Portugal began a process of democratization and the establishment of a rights-based state. Sex education policies were gradually introduced under the responsibility of the state, along with the formalization of laws ensuring equality between men and women. In the 1980s, sex education gained more importance, being introduced into schools with a focus on birth control. In the 1990s, the country experienced the strengthening of progressive policies, with the introduction of sex education in schools. However, the mandate still had conservative perspectives on women's reproductive rights. In the two decades of the 2000s, with socialist and democratic mandates, there was a strong institutionalization of sex education in schools, with a focus on citizenship and the implementation of policies promoting sexual and reproductive autonomy. In summary, Portugal has made significant progress in advancing women’s sexual and reproductive rights, reflecting a more inclusive and egalitarian society through transformative policies and legislation. The "context of influence," shaped by socialist and democratic ideals, was crucial in driving these advancements, influencing laws within the "context of production" and ultimately improving the lives of women within the "context of practice.

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