A gestão escolar democrática na perspectiva freireana

O artigo discute a gestão escolar na perspectiva freireana a partir do estudo de casos múltiplos envolvendo escolas públicas de Salvador, Bahia, utilizando abordagem qualitativa e baseado na questão de como a gestão escolar municipal tem efetivado a gestão democrática considerando a perspectiva freireana de participação popular. O estudo visou refletir acerca da concretização da gestão escolar democrática envolvendo a participação dos sujeitos da Educação de Jovens e Adultos (EJA). A pesquisa demonstrou que para alcançar uma perspectiva freireana na gestão escolar é necessário que o diálogo e a participação estejam presentes, condições essenciais para que a democracia seja vivida e experienciada com a participação efetiva dos sujeitos da EJA na condução dos processos de gestão da escola, com vistas a auferir uma educação mais humanizadora, includente e que tencione atender aos reais anseios dos estudantes.Palavras-chave: Gestão escolar democrática. Diálogo. Educação de Jovens e Adultos.Democratic school management from the freirean perspectiveABSTRACT The article discusses the school management from Freire's perspective through the study of multiple cases involving public schools in Salvador, Bahia, using a qualitative approach and based on the question of how municipal school management has implemented democratic management considering the Freirean perspective of popular participation. The study aimed to reflect on the implementation of democratic school management involving the participation of the subjects of the Youth and Adult Education (YAE). Research has shown that in order to achieve a Freirean perspective in school management, dialogue and participation must be present, essential conditions for democracy to be lived and experienced with the effective participation of the subjects of YAE in the conduction of school management processes, with the purpose of obtaining a more humanizing and inclusive education, that intends to meet the real concerns of the studentsKeywords: Democratic school management. Dialogue. Youth and Adult Education.La gestión escolar democrática en la perspectiva de FreireRESUMENEl artículo analiza la gestión escolar en la perspectiva de Freire basada en estudio de casos múltiples que involucran escuelas públicas en Salvador, Bahía, utilizando un enfoque cualitativo basado en la cuestión de cómo la gestión escolar municipal ha implementado la gestión democrática considerando la perspectiva de Freire de participación popular. El estudio tuvo como objetivo reflexionar sobre la implementación de la gestión escolar democrática que involucra la participación de sujetos de la Educación de Jóvenes y Adultos (EJA). La investigación ha demostrado que, para lograr una perspectiva de Freire sobre la gestión escolar, debe haber el diálogo y la participación, condiciones esenciales para que la democracia sea experimentada con la participación efectiva de los sujetos de EJA en la conducción de los procesos de gestión escolar, con el fin de obtener una educación más humanizada e inclusiva que tenga la intención de satisfacer los verdaderos deseos de los estudiantes.Palabras clave: Gestión Escolar Democrática. Diálogo. Educación de Jóvenes y Adultos.

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Gestão escolar e produção da aula: o trabalho dos professores em pauta/ School Management and Class Ellaboration: Work of Teachers on the Agenda

Educação em Foco ◽

10.24934/eef.v18i26.605 ◽

2016 ◽

Vol 18 (26) ◽

pp. 133-154

Author(s):

Liliana Soares Ferreira ◽

Gabriel dos Santos Kehler

Keyword(s):

Public Schools ◽

Central Region ◽

Rio Grande ◽

School Management ◽

Production Data ◽

Rio Grande Do Sul ◽

Research Project ◽

Democratic Management ◽

Democratic School

Sistematiza-se projeto de pesquisa que analisou os sentidos atribuídos pelos professores às relações entre a gestão escolar e seu trabalho. A produção de dados aconteceu por meio de entrevistas, entre os anos de 2007 e 2008, em escolas públicas da região Central do Estado do Rio Grande do Sul, envolvendo quarenta professores. Estudo de caráter dialético, apresenta três sequências argumentativas: concepções de gestão escolar democrática, seus sentidos e movimentos; a relação entre escola e gestão democrática a partir dos discursos dos professores entrevistados; a relação entre trabalho e gestão escolar democrática. Seguem-se as considerações finais aos argumentos apresentados. ABSTRACTSystematized research project carried out with the objective to analyze the meanings assigned by teachers to relations between the school management and his work. The production data was through interviews, between the years 2007 and 2008 in public schools in the central region of Rio Grande do Sul, involving forty teachers. Study dialectical character, is organized into three sequences argumentative: conceptions of democratic school management, their senses and movements, the relation between school and democratic management from the discourses of the teachers interviewed, the relation between labor and democratic school management. Here are the final considerations objectify systematizing the arguments.

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GESTÃO DEMOCRÁTICA: uma reflexão a partir da percepção dos gestores escolares

Cadernos de Pesquisa ◽

10.18764/2178-2229.v27n4p315-336 ◽

2020 ◽

Vol 27 (4) ◽

pp. 315

Author(s):

Ana Lúcia Cunha Duarte

Keyword(s):

Public Schools ◽

School Administration ◽

School Administrators ◽

Methodological Approach ◽

School Management ◽

Academic Community ◽

Structured Interviews ◽

Democratic Management ◽

Democratic School ◽

Perceptions Of School

A questão central do presente estudo é a análise da percepção dos gestores escolares da rede de ensino público municipal de São Luís sobre gestão democrática. A análise dos dados da pesquisa que foram obtidos de entrevistas semiestruturadas realizadas com 15 (quinze) gestores escolares fundamenta-se em autores como: Libâneo; Oliveira; Toschi (2013); Lück (2011, 2016); Paro (2011, 2015); Dourado (2007), entre outros. Para garantir o anonimato, codificamos todos os participantes da pesquisa, para não serem identificados. Concluídas as análises, consideramos que os resultados poderão subsidiar a comunidade acadêmica em outras pesquisas similares, além de fornecerem dados à Secretaria de Educação do Municípios (SEMED). O artigo está dividido em 5 (cinco) seções: a introdução, que apresenta o objetivo, a questão central, a abordagem metodológica da pesquisa e os instrumentos de coleta de dados. Na segunda seção, aborda-se a administração escolar: o desafio da superação da lógica da empresa na escola pública. Na terceira seção, discutimos a gestão escolar democrática e suas implicações na qualidade do ensino, objetivando reforçar a importância da participação da comunidade escolar no projeto de melhoria da educação ofertada. Na quarta seção, apresentamos as percepções dos gestores escolares, relativas à gestão democrática, a partir das falas dos entrevistados. Por último, as considerações finais, que contemplam uma rápida análise das percepções dos gestores. Palavras – chave: Gestão escolar democrática. Administração escolar. Qualidade.DEMOCRATIC MANAGEMENT: a reflection from the perception of school managersAbstractThe central issue of the present study is the analysis of the perception of school administrators of the São Luís public school system about democratic management. The analysis of the research data obtained from semi-structured interviews carried out with 15 (fifteen) school managers is based on authors such as: Libâneo; Oliveira; Toschi (2013); Lück (2011, 2016); Paro (2011, 2015); Dourado (2007), among others. In order to guarantee anonymity, we coded all research participants, so as not to be identified. After the analysis is completed, we believe that the results may support the academic community in other similar research, in addition to providing data to the Municipal Education Secretariat (SEMED). The article is divided into 5 (five) sections: the introduction, which presents the objective, the central question, the methodological approach of the research and the data collection instruments. In the second section, school administration is addressed: the challenge of overcoming the company's logic in public schools. In the third section, we discuss democratic school management and its implications for the quality of teaching, aiming to reinforce the importance of school community participation in the project to improve the education offered. In the fourth section, we present the perceptions of school managers, regarding democratic management, based on the interviewees' statements. Finally, the final considerations, which include a quick analysis of the managers' perceptions.Keywords: Democratic school management. School administration. Quality.GESTIÓN DEMOCRÁTICA: una reflexión desde la percepción de los gerentes escolaresResumen El tema central del presente estudio es el análisis de la percepción de los administradores escolares del sistema de escuelas públicas de São Luís sobre la gestión democrática. El análisis de los datos de investigación obtenidos de entrevistas semiestructuradas realizadas con 15 (quince) directores escolares se basa en autores como: Libâneo; Oliveira Toschi (2013); Lück (2011, 2016); Paro (2011, 2015); Dourado (2007), entre otros. Para garantizar el anonimato, codificamos a todos los participantes de la investigación, para no ser identificados. Una vez completado el análisis, creemos que los resultados pueden apoyar a la comunidad académica en otras investigaciones similares, además de proporcionar datos a la Secretaría Municipal de Educación (SEMED). El artículo está dividido en 5 (cinco) secciones: la introducción, que presenta el objetivo, la pregunta central, el enfoque metodológico de la investigación y los instrumentos de recolección de datos. En la segunda sección, se aborda la administración escolar: el desafío de superar la lógica de la empresa en las escuelas públicas. En la tercera sección, discutimos la gestión democrática de la escuela y sus implicaciones para la calidad de la enseñanza, con el objetivo de reforzar la importancia de la participación de la comunidad escolar en el proyecto para mejorar la educación ofrecida. En la cuarta sección, presentamos las percepciones de los gerentes escolares, con respecto a la gestión democrática, basadas en las declaraciones de los entrevistados. Finalmente, las consideraciones finales, que incluyen un análisis rápido de las percepciones de los gerentes.Palabras clave: gestión escolar democrática. Administración escolar. Calidad.

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A IMPLANTAÇÃO DE PROGRAMAS E AÇÕES INCLUSIVAS EM UM MUNICÍPIO DO OESTE PAULISTA: PDDE ACESSIBILIDADE

Colloquium Humanarum ◽

10.5747/ch.2018.v15.nesp2.001076 ◽

2018 ◽

Vol 15 (Especial 2) ◽

pp. 57-69

Author(s):

Ana Mayra Samuel da Silva ◽

Elisa Tomoe Moriya Schlünzen ◽

Danielle Aparecida do Nascimento dos Santos ◽

Ana Virginia Isiano Lima

Keyword(s):

Inclusive Education ◽

Participant Observation ◽

School Context ◽

National Policy ◽

School Management ◽

Qualitative Approach ◽

Management Team ◽

Ministry Of Education ◽

The West

In order for all to be included according to their needs and specificities, the objectives proposed by school education must be directed to the recognition and problematization of differences. The objective of this study was to analyze the implementation of programs and actions proposed in the scope of the National Policy of Special Education from the perspective of Inclusive Education (BRASIL, 2008), in a school located in a small municipality in the west of São Paulo. The methodology consisted of formative intervention on public educational policies, programs and actions in an inclusive perspective, and participant observation to follow the actions developed by the school management team, based on a qualitative approach. The programs and actions of the Ministry of Education are effective, since they aim to contribute and help with the guarantee, not only of access, but also of the permanence with the quality of students in the school context.

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GESTÃO ESCOLAR DEMOCRÁTICA: DESAFIOS E PERSPECTIVAS

Roteiro ◽

10.18593/r.v41i2.9566 ◽

2016 ◽

Vol 41 (2) ◽

pp. 451

Author(s):

Sergio Brasil Fernandes ◽

Sueli Menezes Pereira

Keyword(s):

Public Schools ◽

Financial Management ◽

School Community ◽

School Management ◽

Model Management ◽

Palabras Clave ◽

Management Participation ◽

Democratic School ◽

La Red ◽

Santa Maria

Resumo: A gestão escolar democrática é vislumbrada como modelo ideal de gestão para as escolas públicas brasileiras. Essa idealização fomentou a elaboração deste estudo, com o qual se objetivou analisar, a partir de uma abordagem qualitativa, do tipo estudo de caso, os modelos de gestão utilizados nas escolas da rede estadual localizadas em Santa Maria, RS. Neste trabalho, abordam-se concepções sobre gestão democrática, enfatizando-se a importância de priorizar-se uma consistente participação da comunidade escolar nos aspectos atinentes à gestão administrativa, pedagógica e financeira das escolas, e a necessidade de expressar todos esses aspectos em um projeto político-pedagógico (re)construído coletivamente.Palavras-chave: Gestão escolar democrática. Participação. Comunidade escolar. Projeto político-pedagógico.DEMOCRATIC SCHOOL MANAGEMENT: CHALLENGES AND PERSPECTIVESAbstract: The democratic school management is viewed as an ideal model management to Brazilian public schools. This idealization stimulated the elaboration of this study in which it was aimed to analyze, from a qualitative approach, study-case kind, the management models used in state schools localized in Santa Maria, RS. In this work, the conceptions about democratic management are approached, emphasizing the importance of prioritizing a consistent participation of school community in aspects related to the administrative, pedagogical and financial management of schools, and the need to express all these aspects in a political-pedagogical project (re)built collectively.Keywords: Democratic school management. Participation. School community. Political-pedagogical project.GESTIÓN ESCOLAR DEMOCRÁTICA: DESAFÍOS Y PERSPECTIVASResumen: La gestión escolar democrática es vislumbrada como modelo de gestión ideal para las escuelas públicas brasileñas. Esta idealización fomentó el desarrollo de este estudio, cuyo objetivo es analizar, desde un enfoque cualitativo, del tipo estudio de caso, los modelos de gestión utilizados en las escuelas de la red provincial ubicadas en Santa Maria, RS. En este trabajo, se desarrollan conceptos de gestión democrática, enfatizando la importancia de priorizar la participación consistente de la comunidad escolar en los aspectos referentes a la gestión administrativa, pedagógica y financiera de las escuelas; y la necesidad de expresar todos estos aspectos en un proyecto político-pedagógico (re)construido colectivamente.Palabras clave: Gestión escolar democrática. Participación. Comunidad escolar. Proyecto político-pedagógico.

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GESTÃO DEMOCRÁTICA E ESCOLA JUSTA: uma relação orgânica

Cadernos de Pesquisa ◽

10.18764/2178-2229.v28n1p59-77 ◽

2021 ◽

Vol 28 (1) ◽

pp. 59

Author(s):

Dinair Leal da Hora ◽

Luziane Said Cometti Lélis

Keyword(s):

Social Justice ◽

Literature Review ◽

School Management ◽

Equal Access ◽

Educational Context ◽

Educational Justice ◽

State Reform ◽

Democratic Management ◽

Management Processes ◽

The Relationship

O presente artigo alude a relação estabelecida entre a gestão democrática e as concepções de escola justa, mostrando seus significados e suas possibilidades para a gestão escolar. O texto problematiza a administração no contexto da reforma de Estado que instituiu a gestão gerencial e definiu a luta entre duas lógicas – a democratização dos processos gestionários no interior da escola e o gerencialismo que atende aos interesses de mercado. Evidencia também que a discussão sobre justiça precisa estar e articulada com o tema das desigualdades que, por sua vez, adere às noções amplas de redistribuição, reconhecimento e representação. Aprofunda, ainda as concepções de escola justa, no modo como se (des)multiplicam no contexto educativo, tendo presente que a educação mobiliza diferentes registros, quer valorativos que apelam ao mérito, quer estatutários que obrigam ao respeito por determinados princípios (como o da igualdade de acesso ao bem educativo), quer como expressivos, que favorecem o desenvolvimento e a autonomia. O objetivo central do trabalho discutir os princípios e os fundamentos de gestão democrática e escola justa no contexto da justiça social, demonstrando sua profunda articulação para a promoção da justiça educacional. O estudo é resultado de revisão da literatura pela pesquisa bibliográfica.Palavras-chave: gestão democrática; escola justa; educação e justiça.DEMOCRATIC MANAGEMENT AND FAIR SCHOOL: an organic relationshipAbstractThis article alludes to the relationship established between democratic management and the concepts of fair school, showing its meanings and its possibilities for school management. The text problematizes administration in the context of the State reform that instituted managerial management and defined the struggle between two logics - the democratization of management processes within the school and managerialism that serves market interests. It also shows that the discussion on justice needs to be and articulated with the theme of inequalities, which, in turn, adheres to the broad notions of redistribution, recognition and representation. It further deepens the conceptions of a just school, in the way they are (de) multiplied in the educational context, bearing in mind that education mobilizes different registers, whether values that appeal to merit, or statutory ones that require respect for certain principles (such as the equal access to the educational good), or as expressive, which favor development and autonomy. The main objective of the paper is to discuss the principles and foundations of democratic management and fair school in the context of social justice, demonstrating its profound articulation for the promotion of educational justice. The study is the result of a literature review by bibliographic research.Keywords: democratic management; fair school; education and justice.GESTIÓN DEMOCRÁTICA Y ESCUELA JUSTA: una relación orgánicaResumenEste artículo alude a la relación establecida entre la gestión democrática y los conceptos de escuela justa, mostrando sus significados y posibilidades para la gestión escolar. El texto problematiza la administración en el contexto de la reforma del Estado que instituyó la gestión de gestión y definió la lucha entre dos lógicas: la democratización de los procesos de gestión dentro de la escuela y la gestión que sirve a los intereses del mercado. También muestra que la discusión sobre la justicia debe articularse con el tema de las desigualdades, que a su vez se adhiere a las nociones generales de redistribución, reconocimiento y representación. Profundiza aún más las concepciones de una escuela justa, en la forma en que se (des) multiplican en el contexto educativo, teniendo en cuenta que la educación moviliza diferentes registros, ya sean valores que merecen el mérito o estatutos que requieren el respeto de ciertos principios (como el igual acceso al bien educativo), o como expresivo, que favorecen el desarrollo y la autonomía. El objetivo principal del documento es discutir los principios y fundamentos de la gestión democrática y la escuela justa en el contexto de la justicia social, demostrando su profunda articulación para la promoción de la justicia educativa. El estudio es el resultado de una revisión de la literatura por investigación bibliográfica.Palabras clave: gestión democrática; escuela justa; Educación y justicia.

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A Gestão Escolar em uma Escola Indígena do Rio Grande do Norte: Concepções e Práticas

Revista de Ensino Educação e Ciências Humanas ◽

10.17921/2447-8733.2019v20n4p405-414 ◽

2019 ◽

Vol 20 (4) ◽

pp. 405-414

Author(s):

Creusa Ribeiro da Silva Lelis ◽

Givanildo da Silva

Keyword(s):

Rio Grande ◽

School Management ◽

Qualitative Approach ◽

Structured Interviews ◽

School Professionals ◽

School Communities ◽

Democratic Management ◽

Planning Processes ◽

Management School

ResumoA pesquisa teve como objetivo apresentar as concepções e as práticas da gestão escolar em uma Escola indígena, no município de Canguaretama, no estado do Rio Grande do Norte. A metodologia esteve pautada na abordagem qualitativa e o estudo de caso, como técnica de pesquisa. Os dados foram coletados através da entrevista semiestruturada com 6 profissionais da Escola. Como resultados, foi possível perceber que a concepção vivenciada pela comunidade não apresenta as características da gestão democrática, uma vez que as comunidades local e escolar não estão presentes nos processos decisórios e de planejamento da proposta pedagógica.Palavras-chave: Gestão Escolar. Conselho Escolar. Escola Indígena. Escola Pública.AbstractThe research aimed to present the concepts and practices of school management in an indigenous school, in the municipality of Canguaretama, in the state of Rio Grande do Norte. The methodology was based on the qualitative approach and the case study as a research technique. Data were collected through semi-structured interviews with 6 school professionals. As a result, it was possible to realize that the conception experienced by the community does not present the characteristics of democratic management, since the local and school communities are not present in the decision making and planning processes of the pedagogical proposal.Keywords: School management. School board. Indigenous School. Public school.

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اتجاهات المعلمين نحو ديمقراطية الإدارة المدرسية في مدارس مدينة يطا

مجلة كلية فلسطين التقنية للأبحاث والدراسات ◽

10.47641/jrs.2014-1-1.06 ◽

2014 ◽

Vol 1 (1) ◽

pp. 136-158

Keyword(s):

School Environment ◽

School Management ◽

Democratic Management ◽

Delegation Of Authority ◽

Democratic Administration ◽

Democratic School ◽

Teachers Attitudes ◽

Educational Staff ◽

The City ◽

The Town

ملخص : هدفت الدراسة إلى التعرف على اتجاهات المعلمين نحو ديمقراطية الإدارة المدرسية في مدارس مدينة يطا، والتعرف على دلالة الفروق بين تقديراتهم لممارسة المدراء للنمط الديمقراطي التي تعزى إلى متغيرات (الجنس، الخبرة، المؤهل العلمي، جنس المدرسة، المرحلة التعليمية في المدرسة)، حيث استخدم الباحث المنهج الوصفي التحليلي. وقد تكون مجتمع الدراسة من جميع المعلمين في مدينة يطا والبالغ عددهم (1280) معلم ومعلمة، وتكونت عينة الدراسة من (100) معلم ومعلمة تم اختيارهم بالطريقة العشوائية منهم (55) من المعلمين و(45) من المعلمات، واستخدم الباحث استبانه من إعداده للتعرف على اتجاهات المعلمين نحو ديمقراطية الإدارة المدرسية تكونت من (40) فقرة.وقد أظهرت نتائج الدراسة انه لا توجد فروق ذات دلالة إحصائية عند مستوى (0.05=α) بين معلمي مدارس مدينة يطا في تقديرهم لمدى ممارسة المدراء للنمط الإداري الديمقراطي تعزى إلى متغيرات (الجنس والخبرة وجنس المدرسة والمرحلة التعليمية)، بينما أكدت وجود فروقات ذات دلالة إحصائية عند مستوى (0.05=α) بين اتجاهات المعلمين في تقديرهم لمدى ممارسة المدراء للنمط الإداري الديمقراطي تعزى إلى متغير المؤهل العلمي وقد خرجت الدراسة بمجموعة من التوصيات أهمها: ضرورة إتباع نمط الإدارة الديمقراطية لما لها من فوائد جمة تعود على طلابنا ومدارسنا والعمل على تطوير المناخ المدرسي. Abstract This study aimed to identify the attitudes of teachers toward democratic school management in the schools of the city of Yatta, and to identify significant differences between their estimates of the exercise of directors of the Democratic pattern of directors attributed to the variables (gender, experience, qualifications, school gender, and school educational stage), The researcher adopted the analytical descriptive method. The study included all teachers in the town of Yatta, with a population of (1280) teachers, and the sample consisted of (100) teachers who were selected randomly, of whom (55) were men males and (45) females. The researcher devised and used a questionnaire to know the attitudes of teachers toward democratic school management. It consisted of (40) items. The results showed that there are no statistically significant differences at (α = 0.05 ) between the teachers of schools of the city of Yatta in their estimates of the extent to which managers practise the pattern of democratic administration due to (gender, experience, qualification, gender of the school and educational stage), while they revealed the existence of significant differences at (α = 0.05 ) between the teachers attitudes in their estimation of the extent of the exercise of the administrative managers of the democratic pattern attributed to qualification. The study has come out with a set of recommendations including: the need to follow the pattern of democratic management because of its immense benefits that are helpful to students and schools. It also helps to develop the school environment to suit the needs of our students, develop educational staff scientifically, practically and technically through increasing delegation of authority to them , satisfies their needs, provides feedback, and adopts a policy that takes into account the importance of developing democratic activities practically and theoretically at school.environment to suit the needs of our students, and interest in the development educational staff scientifically, practically and technically through increasing delegation of authority to them , satisfying their needs, providing feedback and to adopt a policy that takes into account the importance of developing democratic activities practically and theoretically at school.

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SUSTAINABILITY AND DEMOCRATIC SCHOOL MANAGEMENT

International Journal of Research -GRANTHAALAYAH ◽

10.29121/granthaalayah.v7.i9.2019.555 ◽

2019 ◽

Vol 7 (9) ◽

pp. 39-46

Author(s):

Joel Haroldo Baade ◽

Adelcio Machado Dos Santos ◽

Levi Hulse ◽

Vera Lúcia Simão ◽

Joel Cezar Bonin ◽

...

Keyword(s):

Research Study ◽

School Management ◽

Sustainable Society ◽

Democratic Management ◽

New Models ◽

Qualitative Descriptive ◽

Democratic School

Motivation/Background: Sustainability is established on economic, environmental and social pillars, which are understood as inseparable. This demands changes of paradigms and the construction of new models of living, which are directly connected to education. In this context, assuming that people’s actions are more dependent on consolidated habits than on conscience, this essay hopes to demonstrate that democratic management is an irrevocable imperative towards a sustainable society. Method: Methodologically, the research is of a standard nature, as we used qualitative, descriptive and exploratory approaches. As for the procedures, it can be classified as a bibliographic and documental research study. Results and Conclusions: It was concluded that democratic management in education is of great importance for the consolidation of the paradigm of sustainability since schools have a key role in the formation of citizens.

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