DEMOCRATIC SCHOOL MANAGEMENT AS A TOOL FOR EDUCATIONAL TRANSFORMATION: INTERFACES BETWEEN PARTICIPATION, INCLUSION, AND PEDAGOGICAL ORGANIZATION

Abstract

Democratic school management has been recognized as one of the main mechanisms for promoting educational quality, as it favors participatory, inclusive, and socially committed processes for the comprehensive education of students. In this context, the present study aims to analyze democratic school management as a device for educational transformation, investigating its interfaces with collective participation, educational inclusion, and pedagogical organization in the contemporary scenario. Methodologically, this is a qualitative research study, developed through a literature review based on recent scientific publications that discuss educational policies, management practices, and participatory pedagogical processes. The results show that democratic management contributes to the decentralization of institutional decisions, strengthens the collective construction of the Political-Pedagogical Project, and broadens the dialogue between managers, teachers, students, families, and the school community. It is also observed that inclusive practices and the strategic use of educational technologies emerge as structuring elements for the consolidation of management committed to equity and diversity. However, challenges remain related to the continuing education of managers, the structural limitations of institutions, and the tensions between normative educational policies and the reality of schools. It can be concluded that democratic management, when guided by participatory and inclusive principles, is an essential tool for strengthening pedagogical practices and building more equitable, critical, and socially transformative educational environments.