This dissertation addresses the school management from study developed with the graduates
of the course of specialization in school management/2013/UFOPA Class, which is based on
democratic management perspective, and integrates the National School Program managers of
Public basic education, which is a national policy aimed at continuing training school
managers. Objective to investigate what the themes developed in the projects of intervention
(PI), analyzing the contributions to the implementation of democratic management in public
schools, in the West of Pará. For both, so us methodological assumptions of qualitative
approach, bibliographical study, document analysis and field research. With the data
collection instrument a questionnaire with open and closed questions, available in the Virtual
learning environment (VLE). The research had as a source the projects produced in the room
Environment Experiential Project (PV) in 2013, in addition to the regulatory documents of the
programme, the pedagogical project of the course, and the final report of this. The procedures
of organization and systematization of the data for the analysis took place in the following
steps: survey of graduates ' designs on the platform Moodle course; identification of
intervention Projects and themes; verification of the recurring themes in the projects;
categorization. References in Paro (1997), Vieira (2009), Ferreira (2004), Libâneo (2004),
Ghanem (2004), Lück (2000, 2013), Cury (2011), Romanelli (2012), among others. The
research demonstrates that the speeches, expressed in PI, show that if has a conception of
democratic administration, School Board and PPP (PI theme generator), which is an
instrument that guides the actions at school, and a resource of confronting the problems arise
in your daily life, however, highlight challenges and limits for the completion of the
democratic administration, such as the lack of participation and lack of knowledge of school
community about this form of management. On the other hand, the analyses carried out in this
thesis demonstrate the contribution of intervention projects to reflection around the
democratic administration, although the graduates of course understand the challenges to
establish this form of management in public school.
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