Democracia e participação colegiada no contexto de uma escola pública do Maranhão

This article aims to analyze the relationship between education, democracy and participation, and its repercussion in the context of public schools. Considering the methodological foundations of the policy cycle (Ball; Maguire; Braun, 2016), we started from the assumption of the school as a producer of its own discourses, which must be analyzed and understood in specific contexts. The research was based on a qualitative approach, bibliographical, documentary and field research, using semi-structured interviews as a data collection instrument with members of the Board/School Council of a public institution in the state of Maranhão. Based on discourse analysis (Foucault, 2014), from the data collected, the predominance of democracy via collegiate participation and, sometimes, a lack of understanding of the role of collegiate bodies in school management, as well as the centrality of school manager in participatory processes

Centrality · Data collection · Democracy · Institution · Education Pedagogy and Practices · Rural and Ethnic Education · Youth, Politics, and Society