This work seeks to understand the conceptions and practices of democratic school management in a municipal school, based on the assumption that we live in a society with democratic principles, and that the school is the place to develop democratic practices. The general objective was to analyse the school's conceptions and practices of democratic school management. The relevance of this study is that a school that claims to be democratic allows all its agents to participate in decision-making. A qualitative approach was chosen because, according to Sampieri (2010), it seeks to understand the phenomena and interpret the data with greater breadth and clarity. The methodology was divided into four stages: the first focused on a critical-reflective reading of theorists on the categories discussed, such as Paro (1996, 2005, 2007, 2016); Lück (2001, 2006) and Veiga (1997, 1998, 2001), among others. Next came the empirical part of the research, with a critical reading of the Pedagogical Political Project. school management has not yet allowed for greater participation in decision-making in school practices.