The relevance of democratic school management for the inclusion of students with disabilities

Abstract

This research aimed to analyze the contributions of participatory and democratic management to the inclusion of students with disabilities. To this end, a systematic review was carried out on the Scielo and Google Scholar platforms, under the guidance of PRISMA guidelines. Based on the analysis of studies that addressed democratic management and the inclusion of students with disabilities, an understanding emerges about the relevance of democratic and participatory school management to overcome challenges and promote inclusive and quality education. The participatory approach, which encompasses the entire school community, is highlighted as a crucial element for the success of this venture. The proposed paradigm shift is not limited to abandoning the traditional role of the director, but involves adopting the position of manager of ideas, mediator of discussion and builder of consensus. This transformation is supported by a decentralized manager, whose actions are guided by the collective desire of the community, establishing principles through an inclusive process that incorporates discussion and collective participation. The positive results, evidenced in the study conclusions, reflect active and engaged school communities, reducing a democratic and inclusive approach. The exercise of citizenship promoted by this participatory management highlights dialogue, conflict mediation and the construction of collective decisions as key elements. Additionally, in-service training, effective collaboration with teachers, the participatory elaboration of the Pedagogical Political Project and the deconstruction of outdated conceptions are recommended as essential practices for democratic and inclusive management.