ABSTRACT
The article presents research results that debate justice, with an impact on school administration and organizations practices, in order to make visible the injustices that compose it. The case study in four high schools in Brazil and Portugal is based on content analysis, focusing on the conceptions and practices of school subjects on justice, injustice, violence, indiscipline. Among the results, it is worth noting that democracy is perceived with references to legal-formal participation in Brazil, and with participation as a condition for student involvement in pedagogical experiences in Portugal. The conclusion is that the proposed solutions to the reduction of school injustices are related to the conceptions of democracy, whether formal or substantive, which reflects local and national cultures, and occurs as a result of preventive organizational practices in Portugal, as opposed to palliative practices in Brazil.
Keywords:
School Administration; Justice; Brazil; Portugal; Formal Democracy.