THE ROLE OF DEMOCRATIC MANAGEMENT IN PEDAGOGICAL PRACTICES IN PUBLIC SCHOOLS IN THE MUNICIPALITY OF ESCADA-PE

Abstract

Democratic management is essential for making public schools more participatory and inclusive, promoting dialogue among administrators, teachers, students, families, and the community. In Escada-PE, this model seeks to overcome centralized practices and strengthen autonomy and shared responsibility in education. The main objective of this study was to investigate how democratic management influences pedagogical practices and the quality of education in the schools of this municipality. The justification is based on the need to strengthen local public education by valuing collective participation and civic formation. The method adopted was qualitative, using interviews with principals and pedagogical coordinators from public schools in Escada-PE. The analysis focused on understanding perceptions of the functioning and challenges of democratic management in daily school life. The results showed that, when effectively applied, democratic management strengthens communication among members of the school community, improves the organizational climate, and contributes to more participatory and meaningful pedagogical practices. It also encourages student protagonism and values the work of teachers, making the Political-Pedagogical Project more coherent and representative. However, challenges remain, such as a lack of resources, resistance from some professionals, and administrative overload.