Participação como estratégia de democratização da escola: um olhar sobre a produção acadêmica no período de 2021 a 2025

Abstract

This research stems from a personal and academic trajectory marked by an aptitude for leadership and the purpose of integrating the field of education with the area of management. The study focuses on the importance of democratic school management, defended as an essential pillar for building an equitable, inclusive, and high-quality educational environment. Far from being a mere administrative practice, the democratization of the school is based on the active participation of students, teachers, and parents, promoting a sense of belonging and optimizing pedagogical practices. The research problem lies in verifying how recent academic production has addressed the participation of these subjects as a strategy for school democratization. Thus, the general objective is to analyze this literary production, identifying its meanings, approaches, and theoretical trends. As specific objectives, the work proposes to map and analyze the academic discussions published between 2021 and 2025; to identify the ideological meanings attributed to the concept of participation; and to understand how research analyzes the actions of parents, students, and teachers, observing the tensions, limits, and possibilities of this process in public schools. Methodologically, the research adopts a bibliographic and documentary character, examining legislation, theses, dissertations, and articles at the intersection between school administration and inclusion. It concludes that participation as a strategy for democratizing the school will only overcome its merely formal character when there is a radical transformation in the internal power structures and organizational culture of the public school.