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Investigating the democratic management of schools is a complex task, as it involves questioning the extent to which policies, systems and educational institutions were made, or are, democratic, considering different governments and the historical, social, economic and cultural movement of society. In this sense, we searched in the article to discuss a conception for Education management assumed between the years 1990 and 2010 in educational policies by the State Secretary of Education (SEED) in Paraná. Therefore, the study is based on the analysis of bibliographic and documental references relevant to the theme. Pointing the historic route of political constitution on democratic management frame in different moments of federal and state government, a field of disputes is noticed out, in which governing is synonymous with interests and momentary conveniences of specific groups that cover minority parcels of the population, not advancing in the formulation of a policy of democratic management for the State. It concludes that in political guidelines regarding the schools' participation and autonomy, the predominance is for managing and financial aspects. According to Lima (2011), for education, the perspective that is inscribed in economic rationality is based on the terms autonomy, decentralization and participation stripped of political meaning; that is, as technical-rational instruments. Participation means integration, collaboration and a strategy to reduce institutional conflicts, promoting cohesion and consent. Autonomy and decentralization are restricted to the functional and operational articulation between the central level and the local and institutional levels of school education. It intends to establish an organizational culture of strategic management, in which educational agents assume responsibility for the results, releasing the government from guaranteeing the necessary conditions for the realization of the right to education. [ABSTRACT FROM AUTHOR]

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Public policy research, from its formulation to its implementation, requires consideration of the historical, economic, political, social, and cultural determinants that permeate society. From this perspective, we recognize the dimension of the symbolic power exerted by the pressure groups that define the contours that politics is assuming. In the light of these introductory theories, this paper aims at a reflection that articulates the fundamentals of the policy cycle approach proposed by Stephen Ball and Richard Bowe and the conceptual contributions of Pierre Bourdieu, to analyze the processes of formulation and implementation of educational policies. Therefore, it is a study of a bibliographic nature, evidencing the dialectical movement between the context of influence, of text production and of practice in the and the pertinence of the concepts of habitus, field and symbolic power to analyze the articulation between such contexts. It is concluded that the process of translating politics into practices constitutes almost a play, for which a script is proposed, but whose realization occurs when the subjects represent it. By this bias, the approach of the Policy Cycle points to the investigation of public policies in its processes and macro and micro political developments, and through this bias, the writings of Pierre Bourdieu can contribute to the unveiling of actions, discourses, legal needs and institutional), discordant, inconsistent and contradictory beliefs and values, unequal power relations (of various kinds), absences, and material and contextual constraints of actors who are involved with policies at the global and local levels. [ABSTRACT FROM AUTHOR]