DEMOCRATIC MANAGEMENT OF EDUCATION AS PUBLIC POLICY: SOCIAL PARTICIPATION, CITIZENSHIP, AND THE SOCIAL QUALITY OF PUBLIC EDUCATION

Abstract

This article analyzes democratic educational management as a public policy, highlighting its relationship with social participation, citizenship, and the social quality of public education. It is based on the understanding that educational management should not be limited to administrative and bureaucratic procedures, but should assume a political, pedagogical, and social dimension capable of articulating the interests of the State, the school community, and civil society. The study adopts a qualitative, exploratory, and descriptive approach, developed through bibliographic research and documentary analysis. The discussion considers the importance of school councils, student unions, parents’ associations, and other collegiate bodies in the construction of participatory, transparent, and decentralized practices. It also examines challenges such as centralized decision-making, weak community participation, bureaucratization of management, and the limited autonomy of public educational institutions. The expected results indicate that the democratization of management contributes to expanding institutional dialogue, strengthening social oversight, promoting a sense of belonging, and supporting the development of a more inclusive education committed to social rights. It is concluded that democratic management is an essential element for consolidating public schools as spaces for citizenship education, social justice, and collective participation.