A participação democrática como condição da educação básica de qualidade

Abstract

This research seeks to unveil the connections between democratic participation and the achievement of quality public education, focusing on its role in the emancipation of students, the development of critical thinking, and the promotion of autonomy. It analyzes participation in School Councils from the perspective of democratic management and the forms of communication within the school environment to meet the demands of the community. The study is based on Freire's perspective on education, supporting democratic management through the reflective participation of individuals and the articulation between theory and educational practice. In this model, integration and participation are central elements, making participation a fundamental aspect of educational quality. This research finds theoretical support in the assumptions of Paro (2012), who understands democratic management as an indispensable condition for achieving quality education, arguing that school management should be subordinated to educational goals, and not guided by a market logic. In dialogue with this perspective, Lima (2009) argues that democracy in schools is realized through effective participation, recognition of legitimate conflict, plurality of voices, and collective autonomy in decision-making processes. This also connects with the contributions of Santos (2003), who proposes the expansion of democracy through the valorization of plural knowledge, participatory practices, and counter-hegemonic experiences. To discuss the concept of quality in education over time, Dourado (2007) and Algebaile (2009) are consulted. From a historical perspective, Freire (1987) serves as a reference point for analyzing how the control of educational subjects (managers, educators, students, and their families) can contribute to the social inequalities that plague the Brazilian State and hinder processes that contribute to quality education. The methodological procedure consisted of a multi-method qualitative approach, and the data were collected in two ways (interviews and document analysis), which, added to the bibliographic review, ensured the theoretical foundation for comparison with the findings. The research was conducted in the city of Santos-SP. The interviewees were agents from two School Councils, selected based on the criterion of territorial zoning, in order to encompass different socioeconomic contexts and distinct social classes. The document analysis was carried out using minutes from the School Council meetings of the school years 2022, 2023, and 2024. The data were analyzed using content analysis and subsequently triangulated with the literature on quality and democratic participation. It was discussed that the School Council is limited to an advisory and symbolic function, not consolidating itself as an effective instance of collective construction within the scope of democratic management. It was concluded that although there is a consistent legal framework that supports democratic management, there is a significant gap between the regulations and their implementation in institutional practices.