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This work is an excerpt from the research conducted during the doctoral period, in the Doctorate in Education course of the Graduate Program in Education (PPGE) at the Federal University of Amazonas (UFAM), from 2021 to 2025. Based on the concrete reality, its mediations, contradictions, and possibilities, the research had the following problem: Are the administrative and pedagogical structures of school management envisioned by SEMED-Manaus for rural schools worked on from a technicist and undemocratic perspective? Given the problem to address, the research aimed to investigate the foundations of the management processes of capitalism and their relation to the management of rural schools. To answer it, the theoretical investigation process is based on Historical-Dialectical Materialism, with the main theorists being: Paro (2023), Marx (2011), Enguita (1993), Borges and Mourão (2016). In the methodological procedures, we used bibliographic survey techniques, documentary research (document analysis), and field research thru questionnaires and semi-structured interviews with teachers, pedagogues, and managers from two rural schools in the municipality of Manaus/AM. We confirmed the thesis hypothesis that teachers, in the subalternized condition of education workers, reflect the importance of democratization in school management, but there is a lack of effective participation practices by members of the school community in a way that significantly contributes to the autonomy and consolidation of democratic management.