The process of developing the Political-Pedagogical Project (PPP) is an essential space for dialogue when it involves the participation of the school community in reflection, in identifying challenges, and in proposing solutions. This study will analyze the contribution of the PPP, as both a pedagogical and strategic instrument, to the practice of democratic management in Early Childhood Education within the Recife Municipal Education Network. The locus of the research is two Centro Municipal de Educação Infantil (CMEIs) in the city.The work is structured into four chapters: the organization of Early Childhood Education in Recife and the fulfillment of children’s rights; the PPP in Early Childhood Education; the PPP in Early Childhood Education in the Recife Municipal Network and the effects of participatory development; and experiences and practices of the PPP in Early Childhood Education in the Recife Municipal Network.The research adopted a qualitative approach, including bibliographic and documentary review, as well as empirical investigation carried out in two stages: first, with administrators of the educational units; and then, in two selected units, with teachers, staff, children, and families. Participant selection was based on the research objectives and the availability of relevant data. Data collection instruments included observation, questionnaires, semi-structured interviews, and discussion circles. For data analysis, the content analysis technique (Bardin, 2016) was used, enabling the identification of patterns and challenges in PPP implementation and its relationship to democratic management. The study revealed that the PPP only becomes effective in Early Childhood Education when management structures participation, keeps the document public, and transforms listening (including that of children) into documented decisions with effects on daily practices. Educational units with active councils, committees by stakeholder group, publicized decision-making rules, and feedback mechanisms show greater alignment between the PPP and school practices.However, weaknesses persist, such as centralization, lack of decision-making pathways, insufficiently systematized child participation, and unequal involvement. Within the Municipal Network, advances have been observed, such as institutional time for PPP review and intersectoral coordination. The study concludes that the effectiveness of the PPP depends on the management’s ability to transform participation into shared responsibility and formative-political action.