Consulting in shared educational management: differences and possibilities between military and educational management in schools

Abstract

This article discusses school management practices in lower secondary schools (grades 6–9) partnered with the Military Police, reflecting on the differences and possibilities between military management and pedagogical management. It is based on the understanding that these two models, although grounded in distinct principles—one based on hierarchy and discipline and the other founded on autonomy and democratic participation—can complement each other when articulated through dialogical and collaborative approaches. The study is qualitative in nature, with an exploratory and descriptive design, and was conducted through a literature review. The results indicate that the integration of distinct organizational cultures is both a challenge and an opportunity to strengthen school management, provided that it is grounded in processes of dialogue, participation, and shared responsibility. In this context, socio-educational training emerges as an essential strategy for promoting collaborative management practices capable of mediating conflicts, valuing differences, and consolidating a more democratic and inclusive school environment. The findings also provide support for educational consulting initiatives aimed at integrating organizational cultures within shared management contexts. It is concluded that shared management can contribute significantly to improving educational quality when guided by democratic principles and a collective pedagogical project.