MANAGEMENT OF FULL-TIME PUBLIC HIGH SCHOOLS

Abstract

This study aimed to analyze how school management developed in full-time public high schools, considering the challenges faced, the practices adopted, and the impact on the educational process. The research question was how school management was organized to meet the specific demands of the full-time model in the public school system. The methodology adopted was based on a literature review, with a qualitative approach, using book chapters, scientific articles, and academic publications produced between 2020 and 2025 as sources. The results indicated that school management faced obstacles related to infrastructure, institutional resistance, and the need for training administrators. It was also observed that participatory practices, such as strengthening the school council and active listening, were used to promote greater integration between the school and the community. The analysis also revealed that issues such as racial equity and sustainability began to be incorporated into management, albeit with varying degrees of effectiveness. The final considerations indicated that school management autonomy was limited by external guidelines, but that efforts were made to adapt policies to local realities. It was concluded that school management's performance was directly related to the quality of the pedagogical process and student performance, necessitating further empirical studies on the topic.