The Role of Parent Representatives in Building Shared School Management

Maria Alessandra Tinos; Flávia Pierrotti de Castro

DOI: 10.22167/2675-6528-202603241

Article derived from a Course Conclusion 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 Instituto Pecege for textual synthesis and organization.

Summary

Contemporary school management faces the challenge of implementing the democratization of decision-making, especially regarding family participation in the school environment. The participation of families in the democratic process of a private school was analyzed through documentary analysis of Project X. A qualitative methodological approach was adopted, using documentary analysis and the application of questionnaires to the subjects involved and identified in the project under study. Data analysis was performed using the content analysis technique, examining the principles of democratic management and the perception of representative families in this process. The results indicated that Project X presents a discourse aligned with the principles of democratic and participatory management; however, challenges were evident in the implementation of this participation. Parents reported limitations in influencing administrative and pedagogical decisions, revealing a discrepancy between the proposal and the practice. It was concluded that, despite initiatives aimed at democratization, it is essential to expand listening spaces and strengthen mechanisms for the involvement of the school community to consolidate truly participatory management.

Keywords: Families; Democratic management; Parent representatives.

1. Introduction

Contemporary school management faces the challenge of effectively democratizing decision-making, especially regarding family participation in the school environment. In Brazil, democratic management is presented as a valuable principle for schools (Brasil, 1996). The Federal Constitution of 1988, in its Article 206, establishes democratic management as a fundamental element for quality education, an aspect reinforced by the goals and strategies proposed in the National Education Plan (BRASIL, 2014).

The family-school relationship has been consolidated in the Brazilian scenario, seeking to guarantee greater participation and decentralization of power in the school environment. Since the 2000s, “family-school partnership” has been incorporated into norms, state incentives, and private investments (Nogueira, 2025). Democratic management is understood as a process in which different subjects – managers, teachers, students, families, and the community – act in an integrated manner in decision-making and in the construction of the school’s pedagogical project (Libâneo, 2007; Paro, 2010; Lück, 2007). This concept implies co-responsibility between the school and the family, seeking the active participation of the collective in school decisions and actions.

However, the implementation of this principle in private educational institutions presents particularities and challenges. Although widely debated in the context of public education, the theme of democratic management still lacks more consistent studies in private schools, where decisions are often led by more centralized and hierarchical structures. This reality can generate a discrepancy between the proposed participatory management and the practice, limiting the influence of families in administrative and pedagogical decisions and highlighting the need to expand listening spaces and strengthen mechanisms for the involvement of the school community to consolidate truly participatory management.

In this scenario, the present work is justified by the need to understand how democratic management is configured within private institutions, its challenges and particularities. It is proposed to investigate how the notion of shared democratic management, which emphasizes co-responsibility between the school and the family, manifests in practice. The study focuses on the analysis of a specific project, named Project X, established in a private school in the city of Porto Alegre-RS, which aims to promote reflection and dialogue with families, strengthening their role in the academic lives of students.

Given the importance of consolidating a truly participatory management and the gap in studies on private schools, this study aimed to analyze the participation of parents, one of these actors, the actions promoted by the school to articulate this participation, as well as the challenges and difficulties presented in active participation.

2. Material and Methods

This research was characterized as qualitative, seeking to understand the relationships between family and school. A methodological approach was adopted that integrated document analysis and the application of questionnaires, aiming to explore the phenomenon of democratic management in a specific context.

The choice of the qualitative approach was justified by the complexity of educational phenomena, which, as highlighted by Lüdke and André (1986), cannot be fully understood solely through numerical data. This approach prioritized the interpretation and understanding of the meanings that constitute the educational process.

The study was developed in a private educational institution, located in the city of Porto Alegre, in the state of Rio Grande do Sul. The central empirical object was Project X, an initiative of the school to promote integration between family and the school environment.

For data collection, two main instruments were used. Firstly, a documentary analysis of the strategic planning of the researched school was carried out, focusing on the action plan of Project X. Secondly, a questionnaire was applied to the subjects involved in the project.

Document analysis, according to Cellard (2008), allowed for a social analysis of the studied documents. Bardin (2011) complements that this technique is a content analysis process, enabling critical interpretation by considering the historical context, authorship, and objectives of the documents.

The questionnaire, available in Appendix 1 of the original work, was applied anonymously to the representative parents who were part of Project X, without collecting personal information. Anonymous data collection, according to Lakatos and Marconi (2003), is indicated in qualitative or opinion research to preserve the spontaneity and sincerity of the participants.

The research was sent by the school coordination to the group of parent representatives between October 12, 2025, and December 31, 2025. 18 people responded to the questionnaire, 17 of whom were parent representatives and 1 was a member of the school management.

To ensure ethical care, the management of the participating educational institution signed the Debt Settlement Agreement and the Term of Authorization and Commitment for the Use of Information, in addition to the Term of Commitment regarding the use of the obtained data. The preservation of the school’s identity and the protection of participants’ privacy were ensured, maintaining the confidentiality of the collected information.

The analysis of qualitative data was conducted based on the content analysis technique, as proposed by Bardin (2011). The process followed the stages of pre-analysis, material exploration, and treatment of results, which involved inference and interpretation.

Initially, the responses were read in their entirety and then organized into analytical categories, defined inductively from the recurrence of themes. These categories were subsequently subdivided into subcategories, which specified more particular aspects of each analyzed dimension.

For each subcategory, an analytical code was assigned, with the objective of systematizing and facilitating data organization. The categorization structure adopted was composed of main category, subcategory, analytical code, and examples of excerpts from participant responses, used to illustrate the representative content of each code.

As part of the data processing stage, the collected information was organized to facilitate the understanding and representation of the analyzed elements, without presenting results or interpretations at this time.

3. Results and Discussion

The analysis of family participation in the democratic process of a private school, focusing on Project X, revealed a complex scenario that blends promising initiatives with persistent challenges in the effective implementation of participatory management. Project X was designed to establish a “school for parents,” aiming to strengthen the relationship between the educational institution and families, aligning with the principles of democratic management. Annually, in each class, one or two parent representatives are elected by consensus, forming a group that, on average, comprises 125 participants, ranging from early childhood education to high school. This rotation and the continued presence of some representatives for several years indicate a consensual selection mechanism, without direct interference from management or teachers, which, in theory, favors autonomy and representativeness.

The research results were organized into two complementary stages to facilitate data comprehension. Firstly, a documentary analysis of Project X was carried out, structured into categories such as foundation, objectives, scope, justification, activities, and indicators. This approach allowed for an understanding of the project’s formal proposal and its connection with the principles of democratic management. Subsequently, data collected through questionnaires administered to parent representatives were examined. These questionnaires addressed objective questions about profile and satisfaction, as well as essay questions that revealed perceptions and divergences. This methodology enabled a cross-referencing between the institutional proposal and the participants’ perception, offering an analytical and comparative reading.

The structure of Project X, according to the analyzed document, encompasses the justification, purpose, strategic alignment, and premises that support it, with documentary elements focused on the justification. The project objectives refer to the general and specific goals that guide the action, including the general objective and the pedagogical and pastoral intentions. The activities and methodologies describe the set of planned actions to achieve the objectives, such as actions and stages, meetings with families, monitoring strategies, and participatory methodologies. The target audience defines who the project is directed towards, including students’ families, school staff, and students, when applicable. The indicators and evaluation include criteria and metrics to assess development and results, such as attendance monitoring, satisfaction surveys, and engagement of participating families.

The central objective of Project X is to implement a Parents’ School for all segments, providing opportunities for reflection on contemporary issues. The scope aims to enable a space for collaborative dialogue with families, offer meaningful experiences between parents and children to optimize coexistence, and promote discussion circles with specialized professionals. The project’s justification highlights that the contemporary context demands new ways of educating and guiding, requiring moments of dialogue and training on topics such as socio-emotional education, technology, learning, and values, in order to reduce conflicts and strengthen the role of family and school in the student’s academic life. This detailed analysis of the project’s formal elements reveals an alignment with the pursuit of more participatory management.

The objectives of Project X, by proposing a space for collaborative dialogue with families, align directly with the principle of democratic management, which promotes the participation of the school community in decision-making processes, strengthening the dialogue between school and family as a pillar of educational democratization (Brasil, 1996). The idea of providing meaningful experiences between parents and children, although not explicitly detailed in practical actions in the document, connects with the perspective of Paro (1999, 2000) and LDB (1996), who see the school as a relevant institution in the elaboration of strategies for joint action to mobilize the school and family community, contributing to the construction of significant values and social relations.

Additionally, the promotion of discussion groups with professionals specialized in topics that stimulate the socio-educational monitoring of children is a direct instrument of active participation, according to the Federal Constitution (1988) and the LDB (1996). This establishes a direct relationship between school and family through themes that involve reflection, dialogue, and action in the educational process. The analysis of these objectives contributes to the understanding of the concept of “parent school,” which is manifested not only in monitoring academic performance but in the active involvement of the family in the school environment, through experiences, dialogues, and debates, enabling a space for listening and decision-making.

The third objective, which aims to stimulate families in socio-educational support, is in line with the purpose of education, which seeks the “full development of the person, their preparation for the exercise of citizenship, and their qualification for work” (Brasil, art. 205, 1988). The LDB, in its article 2nd, expands the meaning of education to encompass the formative processes that occur in family life, human coexistence, and educational institutions. The actions described in the project, such as debates and training on current topics, open space for dialogue about the challenges of contemporary education, allowing school and family to reflect together on needs and demands, enriching pedagogical decisions and the integral formation of students.

Regarding the second objective, the school should take advantage of opportunities for interaction with parents to share relevant information about its objectives, resources, and pedagogical challenges. Family participation in daily school life strengthens the bond between school and community, expanding co-responsibility for educational objectives. Paro (1997) emphasizes the importance of effective parental participation in building democratic management, fostering involvement and co-responsibility. The LDB, in its Article 12, reinforces this understanding, establishing that the school must articulate with families and the community, promoting integration and informing about student performance and the pedagogical proposal. However, no initiatives were identified in Project X’s actions that contemplated joint experiences between parents and children directly within the school environment, which suggests a gap in the practical realization of this objective.

After the documentary analysis, the survey with parent representatives, conducted via online questionnaire, revealed important data. The collection, done anonymously via WhatsApp group, obtained a low response rate: out of an average of 125 participating parents, only 17 responded to the questionnaire, and of the 3 managers overseeing the project, only 1 responded. The response rate of approximately 16% indicates low adherence, which limits the generalization of the results, although it allows for exploratory analyses that meet the proposed objectives. The majority of respondents, 94%, were parents, and 6% were managers, highlighting that the predominant perception is that of the parents.

The participation of guardians was observed in all school segments, but with less engagement in early childhood education, which had only 1 respondent. The highest participation rates were in Middle School (Final Years) and High School, both with 6 respondents, followed by Elementary School (Initial Years), with 4 participants. These data suggest greater adherence from guardians of students in more advanced stages of schooling, which may be related to greater involvement in the final stages of basic education or greater access to research instruments. The majority of respondents, 13, considered the participation of parent representatives as “very important”, while 5 rated it as “important”, indicating a widely positive perception of the relevance of parental involvement.

Regarding the recognition of Project X as an effective part of democratic management, the average satisfaction and recognition that the school offers adequate space for family participation in decisions was 3.89. The distribution of responses showed that 8 participants attributed Level 4 perception and 5 participants attributed Level 5, indicating a predominantly positive evaluation. This convergence between the recognition of the project’s importance and the positive evaluation of the participation space reinforces the understanding that Project X contributes to the expansion of spaces for listening and involving families in school life, central elements for the consolidation of democratic management that presupposes the active participation of the school community in decision-making processes.

Paro (2016) emphasizes that democratic management is realized when the school creates real conditions for the participation of different segments, overcoming merely formal practices and promoting co-responsibility in pedagogical and administrative decisions. The data indicate that Project X contributes to the expansion of these participatory spaces, although challenges exist. The low participation of parents in early childhood education, for example, limits an overall view and may be an indication of greater challenges in adhering to the project’s proposals. Documentary data, according to Cellard (2008), complement empirical evidence, allowing for coherent and well-founded interpretations of Project X’s contribution to participatory democratic management.

Divergences and Challenges in the Implementation of Participatory Management

The analysis of the essay questions revealed divergent perceptions about Project X. Four parent representatives did not perceive significant changes in the relationship between family and school. The responses included: “I did not observe that the representative families have any role in school management” (1 response), “I did not find substantial changes” (1 response), “There is no significant and perceptible change in the project” (1 response), and “No response was given” (1 response). These perceptions, which point to the absence of significant changes in school management, can be analyzed in light of Libâneo’s (2007) conception, which understands participation as a central element for the effectiveness of democratic management. The data suggest that, although participation is foreseen in the project and recognized by the majority, it does not materialize effectively or visibly in the school routine for a portion of the participants.

The central question that investigated whether the project contributes to strengthening the collective construction of decisions in the school and the justifications presented, revealed three main perceptions. The “Positive” perception indicated that the project strengthens dialogue, listening, and engagement, with evidence such as “The school listens to parents”, “every opinion is welcomed” and “it generates engagement and closeness”. The “Partially positive” perception pointed out that the project has potential, but with limitations in effective participation, with statements such as “It can be a path if there is listening”, “it lacks greater participation” and “it should, but it lacks greater dissemination and parental participation”.

On the other hand, the “Negative” perception revealed that the project does not impact decisions or does not promote collective construction, with evidence such as “The proposals already come ready”, “it did not alter decisions” and “it was not duly reported”. The analysis of these responses shows that, although the majority recognize the contribution of Project X to dialogue, listening, and engagement, there are limitations regarding its effectiveness as a space for collective decision-making. The project is perceived more as a channel for approach and exchange of experiences than as an instance of participation in decision-making processes. Some statements suggest that decisions are still centralized, which weakens the perception of effective participation, revealing a tension between the project’s participatory potential and its actualization in school practice.

Participation and listening are essential elements in parents’ perception, indicating a management open to dialogue, according to Libâneo’s proposal (2007). The project contributes to engagement and belonging, strengthening a school culture where parents, children, and managers reflect on the school’s role and conflict resolution, recognizing the school as a social organization composed of human relationships (Libâneo, 2007). However, the existence of participation spaces does not guarantee democratic management by itself, especially when there is no effective sharing of decision-making power. Paro (2000) argues that participation in school is not effective solely through the creation of formal spaces, but through the real influence of individuals in decision-making processes. This aspect is corroborated by negative perceptions, which indicate centralized decisions and the absence of effective parental participation.

Paths for improvement

In the research, parents were invited to indicate paths for improvement for the project, and the results pointed to three major needs for more participatory school management: expanding effective participation in decisions, improving communication and feedback channels, and creating strategies to engage more families. The suggestions were categorized as follows: “Participation in decisions”, which proposes expanding the real participation of families in decision-making processes; “Communication”, which aims to improve dialogue channels and provide feedback to families; and “Planning”, which suggests organizing agendas and meetings in a more structured way. These categories reveal a central concern of the respondents with expanding the real involvement of the school community.

Other suggestion categories included “Training”, to promote educational actions that raise family awareness; “Engagement”, to create strategies that increase interest and involvement; and “Accessibility”, to offer flexible schedules and facilitate participation. These indications allow us to infer the existence of a gap between formal and effective participation, as, although established spaces exist, they do not always guarantee influence in decision-making processes. Communication emerges as a structuring element, with the demand for better dialogue channels and feedback, pointing to weaknesses in institutional transparency and listening. Organizational factors, such as meeting schedules and structure, also interfere with the level of participation, suggesting that low engagement is not solely restricted to families’ interest but involves institutional barriers.

The presence of the “Training” category in the suggestions reveals the need to promote actions that strengthen families’ understanding of their role in school management. This proactive stance by the participants demonstrates an openness to dialogue and significant potential for fostering more collaborative practices between school and community. In summary, the findings indicate that Project X is effective in bringing families and schools closer, promoting advances in dialogue, active listening, and institutional transparency. However, the paradox persists that the existence of participatory spaces does not, in itself, ensure effective participation in decision-making. Both the documentary analysis and the research with parents reveal that Project X’s strategies still favor information exchange over joint construction, and the representatives’ actions remain mostly consultative, with traces of decision-making centralization that limit the feeling of co-responsibility.

4. Conclusion

This study sought to analyze the participation of families in the democratic process of a private school, through the evaluation of Project X and the perception of parent representatives. It was found that Project X was conceived with a discourse aligned with the principles of democratic and participatory management, promoting the creation of spaces for collaborative dialogue, reflection on contemporary issues, and debates with specialized professionals. The findings indicated that the initiative proved effective in bringing families and the school closer, fostering dialogue, active listening, and institutional transparency, which contributes to strengthening a sense of belonging and a more integrated school culture. The majority of parent representatives recognized the importance of the project and positively evaluated the participation space offered by the school.

However, a central paradox was observed: the existence of participatory spaces does not, in itself, ensure effective participation in decision-making. Challenges were evident in the realization of this participation, with some parents reporting a lack of influence over administrative and pedagogical decisions, and a perception that Project X’s strategies still favor information exchange over joint construction. The low response rate to questionnaires and lower engagement in early childhood education constituted limitations for generalizing the results. To consolidate a truly participatory management, it is suggested to expand the effective participation of families in decision-making processes, strengthen communication and feedback channels, diversify engagement strategies, and invest in training actions that raise families’ awareness of their role in school management. Such measures are crucial to transform participation into a practice of co-responsibility and shared decision-making.

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

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