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This work was conceived as a way of investigating the relationship between the management practised in primary schools and the participation of teachers in the respective Pedagogical Political Project. The discussion of this topic is justified in view of the need to deepen the reflection on the structure and the process of drawing up the pedagogical project for a democratic pedagogical practice aimed at the quality of education. This reflection is necessary because it can be seen that there are still schools that do not have democratic management, which is one of the principles observed in the Pedagogical Political Project, and do not have effective teacher participation in drawing up and constructing the school's pedagogical proposal. The data on which this study was based was collected by analysing documents and administering questionnaires to teachers at a municipal public school in São Paulo. The public school surveyed has a democratised management system in which the concentration of power is not exclusively in the hands of the headmaster, who generally gives the rules and orders for the pedagogical work.