Alessandro Galindo Martinez; Kellen Jacobsen Follador

DOI: 10.22167/2675-6528-202602600

Article derived from a Final Course Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by the Pecege Institute for textual synthesis and organization.

Abstract

The achievement of democracy in Brazil demanded a collective effort that transformed the political and social landscape, making democratic and participatory management a relevant principle for various institutions, including educational ones. The study aimed to present the decision-making process in a Waldorf School, highlighting the particularities of the educational environment proposed by its pedagogy and the influence of the concept of Social Trisection. For this purpose, documentary research was carried out, analyzing the school’s official records, such as its statute, regulations, and minutes of meetings of the Maintaining Association, covering the period from 2022 to 2024. The investigation sought information that proved the decision-making process in both established rules and practical actions. The formal and legal definition of the decision-making process was identified, proving the effectiveness of democratic and participatory actions in the school’s management. The concept of Social Trisection stood out as an important contribution to the understanding of the model. It was concluded that the involved school community managed to work democratically, implementing a valuable management process in the school environment, despite the inherent complexity in seeking consensus and the slowness in some decisions.

Keywords: Anthroposophy; Democratic management; Waldorf pedagogy; Social tripartition.

1. Introduction

The achievement of democracy in Brazil represented a significant milestone, the result of a collective effort that transformed the country’s political and social landscape. This advancement reverberated in various spheres, including education, where democratic management in the school environment became a mandatory principle for public education, as established by the Law of Directives and Bases of National Education (Brazil, 1996). Although there is no legal obligation for associative or private educational institutions to follow the same model, democratic management aligns with social aspirations for participatory decision-making processes. Historically, the right to make decisions in the school environment, especially regarding the management of space, community activities, and resource control, was treated superficially before the LDB of 1996, with little school autonomy (Azanha, 1998).

The discussion about democratic administration in public schools, although present for decades, was initially seen as impractical (Paro, 1986). However, the questioning of the management model to be adopted in educational institutions is inherent to the development of peoples (Paro, 2000). The very history of voting in Brazil demonstrates the complexity and slowness of democratic consolidation, with the first direct elections for the executive occurring only in 1891, marked by fraud that was only reduced after 1930 (Agência Câmara, 2008). Women’s suffrage, for example, was only instituted in 1932 (Marques, 2019), and the Federal Constitution of 1988 consolidated the majoritarian electoral system (Nicolau, 2000).

In this context, Waldorf pedagogy, whose first school was founded on September 7, 1919, in Stuttgart, Germany, by Emil Molt and Rudolf Steiner, emerged with an intrinsic vocation for shared decision-making mechanisms (Levy; Kishimoto, 2019). Its conception was not a governmental initiative but was born within the social sphere, from discussions about education and consultation with about a thousand employees of the Waldorf Astoria factory, where the school was initially created. Even after the start of activities, the teaching staff was constantly consulted, as in the creation of early childhood education (Levy; Kishimoto, 2019).

The formative basis of Waldorf pedagogy resides in the philosophical thought of Anthroposophy, which Rudolf Steiner termed “Spiritual Science”. This philosophy addresses the general knowledge of the human being, their nature in relation to body, soul, and spirit, and their characteristics of thinking, feeling, and willing (Steiner, 2004). The Waldorf pedagogical proposal aims at the integral formation of the human being, stimulating creativity, personal development, and self-confidence, so that students become free and conscious individuals in society (Lanz, 2016).

Within Anthroposophy, the study of the ideal social organization process, known as the Tri-articulation of the social organism, stands out. This concept proposes three essential pillars: spiritual, legal, and economic. For the present study, attention is focused on the legal and economic pillars, which deal with administrative management and financial decision-making in a Waldorf school (Steiner, 2018). Social Tri-articulation suggests a form of conscious management, where everyone’s opinions are considered, and groups are divided into interconnected spheres for information exchange, decision-making, and deepening of social issues, seeking the best for the school collective (Steiner, 2018).

In a society with increasingly complex social relations, understanding management models that promote participation and democracy is fundamental. The relevance of this study lies in the analysis of how a Waldorf School, with its philosophical and pedagogical principles, implements democratic and participatory management in its daily life. The present study aims to present the formal decision-making process in a Waldorf School, proving, with documentary support, the democratic and participatory actions in its management and identifying the aspects of success and the difficulties inherent in this model.

2. Material and Methods

For the development of this study, an applied research approach was adopted, characterized as a single case study. The unit of analysis was a specific Waldorf School, associative and non-profit in nature, located in the city of São Paulo, state of São Paulo. This institution, founded in 1985, offers classes in early childhood, elementary, and high school levels, and has a community composed of approximately 200 students, 40 educators, and 10 administrative staff. The choice of a single case study allowed for an in-depth investigation of the particularities of the democratic and participatory management process within the specific context of Waldorf pedagogy.

The main research strategy was documentary analysis, used to obtain the necessary information. The methodological approach adopted was mixed, combining qualitative and quantitative elements, as described by Gil (2002). Although the analysis focused on content interpretation, the consideration of a representative volume of data over a specific period aimed to provide a robust basis for understanding the phenomena studied. The main focus was on the search for subjective and contextual information, aligned with the objectives proposed by the project.

Data collection was carried out through the analysis of official institutional documents, considered primary sources of information. The Social Statute, Internal Regulations, School Regulations, and Minutes of Assemblies of the Maintaining Association were examined. These documents were selected because they are the formal records that establish the rules of conduct, operation, and decision-making processes of the school. The period covered by the documentary analysis comprised the years 2022 to 2024, allowing for observation of the evolution and application of management principles over a relevant time interval.

The documentary analysis sought to identify the formal and legal definition of the decision-making process used at the Waldorf School, as established in its internal regulations. It also aimed to understand the moments and ways in which the institution utilized democratic actions in its decisions, as well as how these activities were officially recorded. Additionally, the investigation aimed to point out the aspects that, according to the documents, represented advantages and disadvantages inherent to the implemented democratic and participatory management model.

For the organization and analysis of the documentary data, the methodological steps proposed by Gil (2002) were followed. The first phase, called pre-analysis, consisted of an exploratory and general reading of all the material obtained, with the objective of familiarization and identification of points of interest that proved relevant to the study. Subsequently, the organization phase was carried out, which involved the systematic classification of documents and the definition of a logical order for the study, in addition to the creation of descriptive cards for each document, recording its main characteristics and contents.

The analysis phase itself focused on the in-depth interpretation of the data extracted from the records and documents. At this stage, we sought to establish connections between the collected information and relevant bibliographic references, in order to contextualize and substantiate the observations. The interpretation process was directed towards answering the questions that guided the research objectives, seeking evidence in the documents that proved or elucidated the decision-making processes. Finally, the final considerations were elaborated, synthesizing the observed methodological aspects.

3. Results and Discussion

The documentary analysis carried out allowed for an in-depth understanding of the decision-making process in a Waldorf School, revealing the formalization of democratic and participatory practices that align with the principles of Waldorf pedagogy and the concept of Social Triformation. The findings demonstrate an institutional effort to establish a management model that transcends mere legal compliance, seeking the implementation of an environment where participation and consensus are valued. This study, focused on the period from 2022 to 2024, examined how the school, which is associative and non-profit, structures its operations to promote inclusion and co-responsibility in its administrative and pedagogical decisions, in line with the central objective of the research.

Social Statute and Internal Regulations

The investigation of the institution’s official documents, specifically the Social Statute of June 27, 2023, and the Internal Regulations of February 07, 2024, both registered at the notary’s office in the city of São Paulo, evidenced the formal and legal definition of the decision-making process. The Social Statute clearly established the function of the maintaining association, with the sole and exclusive objective of ensuring the maintenance and development of the Waldorf School, always in accordance with the foundations of Waldorf Pedagogy (Social Statute, 2023, Article 2°). This delimitation is crucial because, according to the Brazilian Civil Code, the association’s purpose must be explicit to avoid deviations and ensure the legitimacy of its actions (Brazil, 2002).

Within the management structure, the Statute discriminated the administrative working groups that compose the maintaining association, namely: the Fiscal Council, the Deliberative Council, and the Executive Board (Bylaws, 2023, Article 12). This organization reflects the legal requirement for any associative organization to define its management format, ensuring that the groups responsible for the legal and administrative management of the school are clearly established (Brazil, 2005). Clarity in defining these roles is fundamental for transparency and accountability in conducting school activities.

The right to participate and vote was guaranteed to members who were up to date with their obligations to the institution (Social Statute, 2023, Article 7). This right extends to participation in decisions made in assemblies and freedom of choice, with due respect for individual opinions (Social Statute, 2023, Article 8). Such a prerogative is a pillar of democratic regimes, where the expression of the right to choose and the debate of ideas are widely guaranteed (Ferreira; Delgado, 2018). The history of Brazil, with its social struggles and the slow conquest of direct suffrage, highlights the importance of this right, which was only fully consolidated after the 1988 Constitution (Agência Câmara, 2008; Marques, 2019; Nicolau, 2000).

The Internal Regulations complemented these provisions by establishing that the elections and assembly meetings must be conducted by a facilitator, who must remain impartial in the discussion processes. Ideally, this facilitation can be carried out by someone external to the school community to ensure greater impartiality and reduce interference from personal opinions (Internal Regulations, 2024, Article 9). The practice of impartial mediation is vital for decisions, which carry the responsibility of the entire group, to be made fairly and equitably (Rau, 2019).

Still regarding participation, the Statute defined who is entitled to run for school management positions (Bylaws, 2023, Article 7), and the Internal Regulations detailed the requirements for members to be eligible to run (Internal Regulations, 2024, Article 8). The right to run, as well as to vote, is a fundamental democratic principle, internally adapted by the institution to ensure that members exercise their rights democratically, provided they are involved in the school community’s activities (Brazil, 1988; Ferreira; Delgado, 2018).

The transparency and legitimacy of the decision-making process are reinforced by the rule establishing a minimum period of 15 days for calling assemblies, whether ordinary or extraordinary (Bylaws, 2023, Article 16). This period allows participants to organize their schedules and prepare for the topics to be discussed, a common practice in pedagogical organizations that adopt the consensual sociocratic model, where prior planning and advance communication are essential (Rau; Gonzalez, 2019; Brazil, 2005). The anticipation of the agenda and clear communication of the topics to be debated are crucial elements for effective participation.

Regarding decision-making, the Bylaws (2023, Article 18°) allowed for simple majority decisions, but prioritized the pursuit of group consensus, requiring everyone to justify their choices openly and with ample discussion. The Internal Regulations (2024, Article 4°) detailed that the decision-making process should follow the sociocratic format and, only as a last resort, resort to a simple majority. This sociocratic method, which seeks consensus and active listening, is implemented to ensure that all voices are heard and that choices are conscious and well-founded (Rau; Gonzalez, 2019).

The mandatory justification of each vote in the electoral process, as defined, is not a simple task, demanding commitment, patience, and active listening from the group. This practice encourages reflection on the qualities of the nominees and their suitability for the position’s functions, promoting more conscious choices aligned with the school’s interests (Rau; Gonzalez, 2019). The pursuit of a decision-making process that involves justifying choices is a differential that contributes to the solidity and acceptance of decisions made by the school community.

Social Tripartition, a central concept in Anthroposophy, is visibly integrated into the school’s management structure. The legal and economic fields are represented by the Fiscal Council, responsible for verifying accounting data, and by the Executive Board, in charge of the institution’s financial sustainability. The Executive Board must operate with a fraternal approach, ensuring that financial conditions do not impede families’ access to the Waldorf community, following the proposal of Social Tripartition (Amaral; Paraíso, 2022). This model seeks to balance administrative management and financial decisions with the school’s pedagogical values.

The Statute (2023, Article 30°) established that the Executive Board must work in its daily processes with broad discussion and the pursuit of consensus, operating openly and horizontally, with respect among peers (Rau; Gonzalez, 2019). This reinforces the application of the consensual management model, which grants speaking and participation space to minority groups, a principle observed in the political systems of countries such as Belgium and Switzerland (Lijphart, 2019). Democratic school management, therefore, reflects a commitment to broad participation and the valuing of all perspectives, in line with the redemocratization of Brazil and the growing importance of social participation (Bordignon, 2009; Libâneo, 2004).

School regulations

The study of the School Regulations, dated October 29, 2021, and registered with the São Paulo State Secretariat of Education on March 04, 2022 (Brazil, 1996), revealed the structure that guides the work of the institution’s pedagogical staff. This document is fundamental for the general rules of conduct for teachers and students, and its conception respects the concept of Social Trisection proposed by Rudolf Steiner. The foundations of the institution, according to the School Regulations (2021, Article 8), are cultural freedom, legal equality, and economic fraternity, demonstrating the integration of anthroposophical principles into pedagogical and administrative practice.

The proposed management for the collegiate body follows a line of work that values respect for all opinions and broad freedom of expression, ensuring that all participants have their right to speak preserved equally. The Regulations emphasize the importance of financial balance for the maintenance of the institution, but with fraternal attitudes, ensuring that the financial issue is not an impediment to access for families interested in the school. This economic aspect of the Social Trimembralization highlights the importance of financial resources for the healthy sustenance of the institution, involving the entire community (Steiner, 2018).

The document also defined self-management as one of its foundations in the collegium, emphasizing the absence of discrimination among members of the pedagogical body, where all possess the same rights, regardless of training or level of activity in the school (School Regulations, 2021, Article 9). This equality is crucial for promoting mutual respect among education professionals, ensuring that the institution functions coherently in its pedagogical and administrative activities (Steiner, 1988). The valuation of equality among peers is a pillar of democratic management.

The established practice for the functioning of the self-management process involves the use of working committees, created according to operational needs, with the pursuit of consensus being essential in these groups (School Regulations, 2021, Article 11°). This division of labor into committees has the benefit of giving focus to each subject and, at the same time, empowering the school community, offering ample space for participation where everyone can express their ideas, agree or disagree at various times (Rau; Gonzalez, 2019). This demonstrates true democratic participation, allowing the school to make a difference in the community by giving voice to minority groups and expanding the sense of belonging (Libâneo, 2022).

Minutes of general assemblies

The analysis of the minutes of the meetings of the Maintaining Association, covering the period from 2022 to 2024, allowed us to verify the practical application of the democratic management model and identify the benefits and difficulties inherent in this process. It is relevant to note that, although not a legal obligation, the minutes were registered in a notary’s office, conferring greater formality and legitimacy to the decisions (Brazil, 2002). This documentary record is concrete evidence of the seriousness with which the school approaches its decision-making processes.

In the minutes of a 2022 general assembly, topics such as approval of accounts, budget ratification, and election of members of the executive board and deliberative council were addressed. The election was conducted by a facilitator, who explained the reasons for the nominations for the positions and submitted the proposals to the assembly to verify consensus (General Assembly, 2022, p. 4). This procedure demonstrates the pursuit of a transparent and participatory process, where the justification of nominations is a key element for the group’s deliberation.

Another minutes of general assembly, from 2023, registered the approval of accounts and the election of members of the executive board, deliberative council, and fiscal council. It was verified that all present individuals eligible to assume positions, according to internal regulations, made a personal presentation of their skills and history at the school, allowing nominations to be made with knowledge of individual attributes. Each voter justified their choice, evidencing a process of equality among peers and the right to exposition, something that is not always observed in broader democratic systems (General Assembly, 2023, p. 3; Nicolau, 2000).

For the selection of candidates with the best competencies, the sociocratic method was employed, listening to the characteristics of each individual and seeking consensus after extensive discussion. Only after this stage did the nomination for vacant positions occur (Rau; Gonzalez, 2019). However, one challenge identified was the impractical duration of some assemblies, with meetings extending for many hours, resulting in the postponement of decisions to future dates due to the impossibility of all members remaining (General Assembly, 2023, p. 3).

In a 2024 record, during the election of a member of the fiscal council, there was a reservation from some attendees regarding a name indicated by the facilitator. After a new conversation and the presentation of arguments, the process was closed with the consent of those who initially raised the reservation (General Assembly, 2024, p. 4). This event illustrates the complexity of the search for consensus, which is easier in smaller groups but increases the likelihood of objections in larger groups. Although assertive, the consensual process can be time-consuming, requiring the review of demands and the prolongation of resolutions (Rau; Gonzalez, 2019).

In summary, the Waldorf School demonstrated a firm commitment to democratic and participatory management, based on its official documents and evidenced in the minutes of assemblies. The integration of the concept of Social Triformation, the pursuit of consensus, and the valuing of the participation of all members of the school community are central aspects. Although the inherent complexity in seeking consensus and the slowness in some decisions represent challenges, the implemented model allows decisions to be matured and accepted by all, conferring solidity and long-term positive impacts for the institution, responding to the objective of presenting and proving the effectiveness of democratic and participatory actions in its management.

4. Conclusion

The study aimed to present the formal decision-making process in a Waldorf School, proving the democratic and participatory actions in its management and identifying the success aspects and inherent difficulties of this model. The formalization of democratic and participatory practices was verified in the institution’s official documents, such as the Social Statute, Internal Regulations, and School Regulations, covering the period from 2022 to 2024. A management structure composed of the Fiscal Council, Deliberative Council, and Executive Board was identified, aligned with the principles of Waldorf pedagogy and the concept of Social Trimester. The right to participation and vote was assured to associates, and the decision-making process prioritized the search for consensus, using the sociocratic method, with the obligation to justify choices. Transparency in calling assemblies, with a minimum notice of 15 days, was observed, and the integration of the Social Trimester manifested in the legal and economic fields, promoting a fraternal financial management that aims to ensure access for families to the school community. Self-management in the collegium, without hierarchical discrimination, was implemented through working committees that sought consensus. The analysis of assembly minutes proved the practical application of this model, evidencing the conduct of elections and the review of accounts with broad participation.

The main contribution of this study lies in demonstrating the viability and effectiveness of a democratic and participatory management model in a specific educational environment, influenced by philosophical principles. However, a limitation observed was the inherent complexity in the pursuit of consensus, which frequently resulted in slowness and the extension of assemblies, requiring the postponement of some decisions. Despite these challenges, the implemented model favored the maturation of decisions and broad acceptance by the school community, conferring institutional solidity and long-term positive impacts. This management process reinforces the importance of inclusive governance in educational institutions, even when it demands a significant investment of time and effort from all involved.

Bibliographic References

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Lei de Diretrizes e Bases da Educação Nacional (LDB) de 1996, Lei nº 9.394/96.

PARO, Vitor Henrique. 1986. Artigo – A Utopia Da Gestão Escolar Democrática. Comunicação apresentada no painel “A gestão democrática da Educação: reflexões com vistas à Constituinte”, realizado em João Pessoa – PB, no XIII Simpósio Brasileiro de Administração da Educação. Disponível em: < https://vitorparo.com.br/ > Acesso em 21/09/2025.

PARO, Vitor Henrique. 2000. Educação para a democracia: o elemento que falta na discussão para a qualidade do ensino. Revista portuguesa de educação. v. 13. n.1. p.23-38. Disponível em: < https://www.redalyc.org/pdf/374/37413103.pdf >. Acesso em 0

Article originating from the Final Course Work of the Specialization in School Management of the MBA USP/Esalq

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