O estudo está centrado na composição de Conselhos Municipais de Educação, considerando o texto das leis que os instituem. Estas leis são consideradas como uma política estruturadora por definir focos, instituições, processos referentes ao campo da educação municipal, e por fomentar o diálogo com entidades locais, promovendo a participação e o envolvimento da comunidade com as questões da educação. A análise considera o texto de leis de 80 municípios, descrevendo também a metodologia de trabalho para proceder analiticamente com o material documental.<br>El estudio está centrado en la composición de Consejos Municipales de Educación, considerando el texto de las leyes que los instituyen. Estas leyes son consideradas como una política estructural por definir focos, instituciones, procesos referentes al campo de la educación municipal, y por fomentar el diálogo con entidades locales, promoviendo la participación y el comprometimiento de la comunidad con las cuestiones de la educación. El análisis considera el texto de leyes de 80 municipios, describiendo también a metodología de trabajo para proceder analíticamente con el material documental.<br>This study is centered on the composition of the Municipal Council of Education, considering the text of the laws that create these collegiates. These laws are considered as structuring policies, for defining focuses, institutions, processes, referring to the field of muncipal education, and promoting the participation and the involvement of the community in the questions related to education. We will treat the explicit and implicit contents of the legal texts. The analysis considers the text of laws of 80 municipalities, describing also the methodology of work in order to proceed analytically with the documental material. We identify a strong presence of three actors: the executive power, the muncipal teachers and the representation of the parents, or the APM of the municipality. There are laws that signalize to the dialogue with the actors and specific groups, among them syndicates, FUNAI (National Foundation for the Indigenous), OAB (Order of Brazilian Advocates), the representation of specific teaching establishments, identified by name in the text of the law. We conclude with the strong weight of the executive power in this collegiate in the configuration of who will be its integrants, which requires from the other instances of society constant accompaniment and evaluation of its work and the requirement of transparency of the decisions.