Considerações finais

: This presents the representations teachers, principals, servants, parents, or guardians about the public school Brazil. Based on data from a project implemented between 2016 and 2017 by the São Paulo State Department of Education, the work analyzed how the declared practices have contributed (or not) to the process of democratization of public school administration. The research was based on the theoretical contributions of authors such as Draibe (2001), Souza (2007a, 2007b, 2012, 2016, 2019), Touraine (1996), among others, looking for the link between the macro and micro policies context, through the subjects’ representations. Approaching the social representations theory, proposed by Moscovici (1961/2012), the research was carried out from the tension including the legal and theoretical contributions and the analyzed project data. The conclusions point to the need to question the concrete and objective conditions under which democratic administration (does not) take place. 2012, 2016, 2019), Touraine (1996), entre otros, para relacionar el macrocontexto de las políticas y el micro, a través de las representaciones de los sujetos. Acercándose a la teoría de las representaciones sociales, propuesta por Moscovici (1961/2012), la investigación se realizó a partir de la tensión entre las aportaciones jurídicas y teóricas y los datos captados en el proyecto analizado. Las conclusiones apuntan para la necesidad de cuestionar las condiciones concretas y objetivas a través de las cuales (no) tiene lugar la gestión democrática. Palabras clave : Gestión democrática; Escuela pública; Políticas educativas; Representaciones.