Educação integral e gestão democrática: o caso de uma escola da rede municipal de João Pessoa/PB

Abstract

The present study aimed to investigate the relationship between democratic management and comprehensive education in a municipal full-time school in João Pessoa, PB, Brazil. The research arose from the perception of the impact of school management decisions on student learning and professional interactions, within the context of the Full-Time School Program. Comprehensive education is theoretically understood as a process aimed at the intellectual, social, emotional, cultural, professional, and ethical development of students, aligned with public policies and Brazilian legislation that recognize education as a right for all. The study employed a qualitative approach, focused on the school under investigation, through experiences, observations, and interviews with the management team, a specialist, and a teacher. The research results indicate that the school management seeks to act as a mediator of learning, in the implementation of the full-time school policy and pedagogical practices, contributing to addressing challenges such as insufficient resources and limited infrastructure. It is concluded that comprehensive education depends on the coordination among managers, public authorities, and the organization of the school community, with democratic management being an essential political-pedagogical principle to consolidate a more just, participatory, inclusive, and quality educational environment, which considers the formation of the individual from a multidimensional perspective.