DEMOCRATIC MANAGEMENT IN PUBLIC SCHOOLS

Abstract

Democratic management in public schools is one of the pillars of contemporary education, being provided for in Brazilian legislation and widely debated in the educational field. Its importance is related to promoting community participation, strengthening citizenship, and collectively constructing pedagogical projects capable of reflecting the social and cultural needs of the surroundings. Despite normative advances, difficulties persist in consolidating this management model, which makes it relevant to expand reflection on its conceptual bases, practices, and challenges. In this context, the present study aimed to analyze, through a literature review, the conceptions, participatory practices, and limitations of democratic management in public schools. The methodology consisted of a bibliographic survey in national and international databases, including full articles, reviews, and documents published between 2020 and 2025, selected based on descriptors related to the theme. The results showed that democratic management strengthens school identity and promotes greater legitimacy of decisions when there is effective participation of teachers, students, families, and the community. School councils and political-pedagogical projects proved to be relevant instruments of participation, although often limited by bureaucratic practices, low community involvement, and insufficient training of managers. It is concluded that the effectiveness of democratic management depends on overcoming structural, cultural, and formative barriers, as well as building a culture of continuous participation. More than a legal principle, it is configured as a social and pedagogical practice capable of promoting inclusion, equity, and quality in public education.