Democratic and participatory management in the light of educational law

equality and inclusion in education

Abstract

This article analyzes the relationship between democratic management and inclusive education within the context of Brazilian educational law, highlighting the structural and normative challenges that hinder the effective implementation of these principles in educational institutions. The study is qualitative in nature, with an exploratory‑descriptive design, based on documentary analysis of legislative frameworks, prevailing jurisprudence from higher courts, and case studies on participatory practices in public school systems. The premise is that there is a discrepancy between legal provisions that ensure equality, inclusion, and participation and practical reality, characterized by school dropout, exclusion of vulnerable groups, and unequal resource distribution. The aim is to investigate how democratic management can serve as a tool for the realization of fundamental rights in the educational environment, promoting more equitable and participatory teaching. The results indicate that, despite legislative advances, the implementation of democratic management still faces obstacles such as insufficient investment, cultural barriers, and gaps in the continuing education of educators. Successful experiences demonstrate that mechanisms such as strengthening School Councils, adopting participatory budgeting, and expanding community participation are essential for building a more equitable and inclusive educational system. The originality of the study lies in the articulation between theory and practice in the field of Educational Law, presenting concrete solutions to overcome historical challenges and contributing to the consolidation of education as a fundamental right accessible to all.