Gestão democrática escolar participativa e protagônica: Consolidando bases teórico-conceituais a metodológicas à luz das experiências brasileiras e venezuelanas

Abstract

This research is part of the Research Line on State, Policies, and Management in Education of the Graduate Program in Education (PPGED) at the Federal University of Uberlândia (UFU). It focuses on the legal frameworks that define the juridical-normative foundations for the organization and management of educational institutions in Brazil and Venezuela. The study is guided by the following central question: What theoretical-conceptual and methodological foundations must be present in the formulation of a conception of participatory and protagonist democratic school management? Based on this guiding question, the general objective is to outline the theoretical-conceptual and methodological foundations that should underpin the formulation and implementation of a participatory and protagonist democratic school management model. To this end, the specific objectives are: to situate the theoretical foundations that guided the development of the field of educational administration and management in Brazil and Venezuela, including the perspective of democratic management in education; to analyze the normative guidelines and regulatory frameworks in the field of education and school management in both countries, in order to identify and understand the mechanisms and instruments considered foundational to democratic school management; and to formulate theoretical-conceptual and methodological foundations that update and deepen the principles of educational management within the framework of participatory and protagonist democratic school management. Methodologically, the research follows a qualitative approach, employing both bibliographic and documentary research. This bibliographic research involved the search for sources in the databases of the UFU Portal, CAPES, SciELO, and Google Scholar, using keywords such as school administration, school management, participatory democracy, school council, educational council, Political-Pedagogical Project (PPP), Integral Community Educational Project (PEIC), and protagonism. The documentary research included data collection from national constitutions, laws, decrees, resolutions, ordinances, education plans, and guidelines related to democratic education and school management, particularly concerning School Councils, Educational Councils, the Political-Pedagogical Project, and the Integral Community Educational Project in both countries. In the case of Brazil, documents from five states-one from each region of the country (Minas Gerais, Santa Catarina, Rio Grande do Norte, Pará, and Goiás)—were also analyzed. Based on this methodological path, the study synthesizes the main theoretical perspectives in the field of educational management in the Brazilian context. It then situates how school management is defined in legal frameworks and experiences in both Brazil and Venezuela. Finally, it presents political, conceptual, and

methodological foundations and formulations from the perspective of participatory and protagonist, democratic school management. This conception aims to integrate principles of active participation, social inclusion, and emancipatory transformation. The study concludes that a participatory and protagonist-democratic school management requires the construction of new theoretical and practical foundations that prioritize effective integration among school, family and community.