SCHOOL MANAGEMENT AND STRENGTHENING THE PRACTICE OF DEMOCRATIC EDUCATION

Abstract

The objective of this article was to analyze the impact of the integration between school management, pedagogical coordination, and curriculum on pedagogical practices and the quality of teaching in Brazilian schools, especially in contexts of structural and financial challenges. The research followed a qualitative and descriptive approach, based on a bibliographic and documentary review, with sources extracted from databases such as Scielo, Google Scholar, and the CAPES Journal Portal. For data analysis, the content analysis technique was used, identifying patterns and gaps in educational practices. The results revealed that the fragmentation between management, pedagogical coordination, and curriculum compromises the adaptation of teaching to local realities, making it difficult to implement inclusive and innovative methodologies. In addition, the scarcity of financial and structural resources limits the continuing education of teachers and managers. On the other hand, democratic and participatory management practices, combined with the continuing education of educators, proved to be essential to promote effectiveness and inclusion in teaching. It is concluded that the integration of these elements requires collaboration and policies that strengthen participatory training and management. This articulation is essential to overcome structural challenges, expand inclusion and improve the quality of education in Brazil.