Abstract
This article analyzes the interference of cultural aspects in the inner dynamics of the school, and in particular, the implications of the process of building a social and political identity for the consolidation of democratic school management. It traces the cultural force of hierarchy, personalism, political cronyism, patrimonialism, and religious moralism in a traditional context. It also shows the consequences of the symbolic articulation undertaken by politics when these cultural elements are transformed into considerable domination processes in school organization and management. These analyses are based on a collective case study of an ethnographic nature, carried out at two public schools in the municipality of Morrinhos in the Brazilian state of Goias.
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