Democratic Management as a Principle of Quality in Public Education: Perspectives, Challenges, and Participatory Practices

Abstract

Democratic management has been consolidated as a dynamic and essential process for the effective implementation of collective participation in school institutions, ensuring practices of collaboration and engagement of the educational community. This form of management requires a deep understanding of the challenges present in pedagogical practice, articulating theory and action in the school context. Participatory management, understood as a fundamental principle for educational quality, is based on the construction of mutual relationships between the school team and the administration, guided by commitment, shared responsibility, and professionalism. Therefore, this study aims to analyze the participation of principals and advisors in the process of democratic management in public schools, highlighting its relevance, as well as the advances and challenges faced in this context. Furthermore, it seeks to present the main instruments that support participatory and autonomous management within public schools. The research adopts a qualitative bibliographic approach, based on the collection and analysis of data obtained through books, scientific articles, journals, and other documents that contributed to the understanding and reflection of the results achieved.