PDCA AND THE CULTURE OF INSTITUTIONAL SELF-ASSESSMENT AT SCHOOL

Abstract

This research analyzes the relationship between the PDCA cycle and the consolidation of a culture of institutional self-assessment in public schools. The objective was to understand how PDCA can structure continuous evaluation practices and strengthen democratic management through listening, participatory planning, and evidence-based decision-making. The methodology used was qualitative, based on a bibliographic review of authors who discuss educational management, institutional evaluation, and strategic planning. The results indicate that PDCA, by organizing management stages in a cyclical logic, enhances self-assessment as a tool for training, planning, and transformation. The study highlights the importance of institutionalizing this practice as part of the school's routine, ensuring time, training, and conditions for meaningful engagement of school stakeholders.