Architectures of School Democracy in Peripheral Contexts: Participatory Management and Educational Transformation in the Limpopo District, Gaza, Mozambique

Abstract

This study analyzes participatory management practices within the context of decentralization policies and the strengthening of school governance implemented in Mozambique, taking School “D”, located in the Limpopo District, Gaza Province, as a case study. While engaging with the international debate on the democratization of education, the research emphasizes the sociopolitical and institutional specificities of the Mozambican education system. The objective was to understand how formal and informal participation mechanisms contribute to the consolidation of a democratic culture within the school environment. Methodologically, a qualitative descriptive approach was adopted. The empirical research was conducted in the last fortnight of November 2025 through eight semi-structured interviews with members of the school management, teachers, and representatives of parents and guardians, as well as a focus group composed of six participants, including students and members of the school council. The data were analyzed using thematic content analysis. The results indicate that the school has formal participatory structures, such as the school council and community meetings, which function as spaces for consultation and deliberation. However, the effectiveness of these practices depends on the quality of leadership, the level of participatory literacy among stakeholders, and the existing institutional conditions. The study concludes that the democratization of school management in the Mozambican context is a gradual process, dependent on the articulation between national regulations, institutional leadership, and the effective participation of the educational community.