Gestão Democrática nas Escolas Públicas em Portugal: Desafios e Perspetivas

Abstract

This research analyzes the challenges and perspectives of democratic management in public schools in Portugal, considering the normative frameworks established since the country's democratization in 1974, as well as the constraints and limitations that shape school management practices. The study is based on the assumption that democratic values, institutional autonomy, and the participation of the entire school community constitute essential pillars for consolidating a school culture aligned with democratic principles to understand the dynamic between normative structures and organizational action. The research adopts the concept of organizational culture as its theoretical framework, with a focus on the interaction between national regulations and local micro-regulation. The empirical component was carried out through interviews with principals of public schools recognized as dialogical and participatory educational environments. Through such interviews it has been possible to identified evidences that demonstrating that the participation, collaboration, and shared responsibility of both teachers and other educational actors in the development of projects that concern everyone are not isolated phenomena or isolated events. Similarly, constraints and ambiguities were identified and discussed, which are also the subject of reflection in the text. The findings are expected to contribute to the debate on the relevance of democratic school management, highlighting possibilities for strengthening dialogue, justice, and equity.