Gestão democrática na educação básica: análise do programa Escola Comunitária de Gestão Compartilhada em escolas estaduais de Palmas–TO

Abstract

This research analyzes the effectiveness of the Programa Escola Comunitária de Gestão Compartilhada (PECGC) in state schools of Palmas, Tocantins, considering the principles of democratic management in basic education. Grounded in theoretical frameworks such as Paro (2015), Libâneo (2017), Lück (2009), Gadotti (2014), and Freire (1996), the study seeks to understand how the program has contributed to strengthening school autonomy, expanding participation, and improving the articulation between pedagogical and administrative processes. The research adopts a mixed-methods approach (qualitative and quantitative), with an exploratory- descriptive and analytical design, involving bibliographic and documentary analysis, structured interviews, and the application of Likert-scale questionnaires to managers, pedagogical coordinators, teachers, students, and parents. Quantitative data were examined using descriptive statistics, while qualitative responses were analyzed through thematic content analysis (Bardin, 2016). The findings indicate that PECGC has contributed to broadening formal spaces for participation and reinforcing the shared management model; however, challenges remain in communication, resource allocation, and community engagement. The study concludes that although the program represents a significant step toward democratic school governance in Tocantins, structural, cultural, and organizational adjustments are necessary for consolidating participatory, transparent, and collaborative educational management practices.