PPP in Motion: Challenges and Potentials of Democratic Management in Latin American Public Schools

Abstract

This article analyzes the role of the Political-Pedagogical Project (PPP) in promoting democratic management within a public school located in the interior of São Paulo, Brazil. The qualitative research employed document analysis, semi-structured interviews, and participant observation to understand how school stakeholders perceive and engage with the PPP. The findings reveal that, although the document outlines democratic principles, its effective implementation faces challenges such as limited community involvement, teacher workload, and the absence of a consolidated democratic culture. In dialogue with Brazilian and Argentine scholars, the study shows that these obstacles are common across Latin American educational contexts, reinforcing the need to reframe the PPP as a collective and dynamic process capable of strengthening democratic school management and driving social transformation.