DEMOCRATIC SCHOOL MANAGEMENT: PARTICIPATION, CO-RESPONSIBILITY, AND CITIZENSHIP

Abstract

In recent decades, social and educational transformations have given new meanings to the organization of public schools, especially with regard to forms of management, collective participation, and shared responsibility. In this context, this article analyzed democratic school management in its articulation with community participation and with education for citizenship, understanding these elements as fundamental to strengthening the social function of the school. The objective of the study was to analyze the relationship between democratic management, participation, shared responsibility, and education for citizenship. The investigation was carried out through bibliographic research, understood as a systematic procedure for surveying, selecting, analyzing, and organizing scientific productions, according to the conception of Santana, Narciso, and Santana (2025), who understand this type of research as fundamental for the theoretical understanding of educational phenomena. Data were collected from scientific articles, books, and digital publications and were subjected to analytical and interpretative reading. The results indicated that democratic management is constituted as a social practice constructed in the daily life of the school, supported by dialogue, collective participation, and commitment to the quality of pedagogical and administrative processes. It was observed that community participation, the joint action of different actors, and the strengthening of ties between school and society favor both school organization and the civic education of students. It was concluded that democratic management contributes to the strengthening of participatory practices, expanding the involvement of the school community and reinforcing the formation of critical subjects who are aware of their rights and duties.