DEMOCRATIC SCHOOL MANAGEMENT AND INCLUSIVE EDUCATION IN BRAZIL: A CRITICAL ANALYSIS OF THE POLITICAL, PEDAGOGICAL, AND INSTITUTIONAL DIMENSIONS IN RELATION TO CONTEMPORARY CHALLENGES

Abstract

This study critically analyzes the relationship between democratic school management and inclusive education in Brazil, based on the political-pedagogical and institutional dimensions that shape contemporary school organization. It begins by addressing the question of how public schools have implemented the principles of participatory democracy and educational inclusion in the face of persistent structural, cultural, and regulatory challenges. The objective is to examine, from an analytical perspective, the theoretical foundations, legal frameworks, and institutional practices that guide democratic management focused on inclusion, identifying limitations, contradictions, and possibilities within the Brazilian context. Methodologically, this is an analytical-interpretive literature review based on national and international academic works, normative documents, and established theoretical frameworks in the field of education, selected according to criteria of thematic relevance and current relevance. Data analysis was conducted through thematic categorization procedures, allowing for the identification of structural axes related to participation, equity, school culture, and institutional organization. The results show that, although there is a robust legal framework supporting democratic management and inclusive education, its implementation faces significant obstacles, such as the persistence of centralizing practices, gaps in teacher training, resource constraints, and cultural resistance within educational institutions. Furthermore, there is a tension between the normative nature of public policies and the implementation of inclusive practices in everyday school life, which requires changes in organizational culture and the role of school leadership. It is concluded that democratic school management, when guided by participatory and inclusive principles, constitutes a strategic element for promoting educational equity, provided it is linked to consistent public policies, continuous training processes, and institutional mechanisms that foster the effective participation of the school community. The study contributes to the field by proposing a critical analysis of the intersections between democracy and inclusion, highlighting the need to move beyond prescriptive approaches and advance toward practices that are truly transformative.