PARTICIPATORY MANAGEMENT IN SCHOOLS: THE SCHOOL AND THE COMMUNITY IN THE PROCESS OF INTEGRAL TRAINING OF STUDENTS

This article addresses the issue related to participatory management in schools, seeking to understand how the school and the community can act in the process of integral formation of students. It is a bibliographical research, based on the thoughts of Brazilian authors who study and analyze the subject, in the search for an organic solution about how to make such a proposal of administration prevail in teaching centers. Its social relevance lies in providing the broad public with greater conditions for discussion and understanding of the aspects of the application of power in conflict resolution and observance of the subjective public right to quality education. Its scientific relevance is focused on the fact that it brings to the academic debate a subject that, after decades of debates and proposals, was to be taken for granted in terms of its guidelines and technical applicability. What is found as a propositional evaluative merit is that this participation, when coordinated under pedagogical criteria, makes it possible to understand the problems that the school faces and to propose strategic actions that can minimize interferences and, perhaps, solve them, through partnerships and concrete actions. It is necessary for the school and its educators to rethink the daily practice, so that people have the opportunity to develop ideas and act consciously. For this, the institution needs to break paradigms that have prevailed for decades, breaking with the culture of neglect, with automation, with individualism and starting to work proactively, synergistically and collectively with a view to improving educational quality. Only with everyone working for a single objective, community, faculty and students and administrative technicians, will an efficient and effective participatory management be achieved.