Democratic and participatory management in brazilian basic education

Abstract

Democratic management in schools promotes an environment of collaboration, mutual respect, and shared responsibility, contributing to the development of a more just and equitable society. Thus, this article aims to generally discuss the effective implementation of democratic management in Brazilian public schools. How specific objectives are aimed conceptualize and problematize management and democracy to arrive at the concept of democratic and participatory management in and of Education; present a cut of the historical and legal milestones relating to democratic management in Brazilian Education; address the importance of this management in schools. It's a Bibliographical study, of a theoretical nature, from the perspective of historical dialectical materialism and uses references discussed within the Educational Politics and School Education Management discipline, from the Postgraduate Program in Education for Science and Mathematics, from the Federal Institute of Education, Science and Technology of Goiás. The study seeks to answer the question: If democratic management is supported by Brazilian educational legislation, why is it not effectively implemented in schools? Some obstacles were identified, such as the absence of collective effort and lack of definition of pedagogical objectives; power relations that pressure managers to act as oppressors of educators and subservient to government bodies; managerial practices based on conservatism, traditionalism, and authoritarianism. It advocates the need to overcome these obstacles for the effective implementation of democratic and participatory management at the school floor, a collective construction of the school environment through the participation of all school individuals: educators, students, administrators, and the community.