DEMOCRATIC MANAGEMENT BASED ON CURRICULAR CHANGES IN THE NATIONAL COMMON CURRICULAR BASE

Abstract

This article discusses the notion of democratic school management and the role of principals based on public policies and national guidelines from the past two decades, emphasizing how the approval of the National Common Curricular Base (BNCC) reinforced the centrality of school management teams in its implementation. Our analysis draws on our experience as professors of the Educational Management Internship course, as well as on conversations with principals from municipal schools in Angra dos Reis and Rio de Janeiro. An autobiographical perspective was adopted to better understand school management and the impact of curricular policies on everyday practices. In addition, documents and guidelines issued by official agencies were included as empirical sources. The study shows that current emphases on performance, goals, and efficiency have intensified the accountability of school leaders regarding pedagogical results. We conclude that, although democratic management is guaranteed in Brazilian legislation, recent educational directives have increasingly limited—or even nullified—its effective realization, as they privilege a results-oriented and efficiency-driven model. We argue that the concept of efficiency should be broadened in order to preserve and strengthen democratic management, in accordance with educational law.