Gestão escolar democrática: um estudo sobre o projeto político-pedagógico da escola

Abstract

The research sought to analyze the role of the Political-Pedagogical Project in a State School of Elementary and High School João Ribeiro of Gurinhém, PB. Padilha (2001), Muribeca (2002), Ferrari (2011), Gandin (2000) and Gadoti (1994), are the main authors that guide the study. We sought to identify if PPP was known to the school community and whether it was experienced at the institution. For this, we used as research methodology the documentary analysis of the PPP of the school institution and the semi-structured interview with the manager, teachers, students of EJA and non-teaching staff. We found that the PPP is outdated, being dated 2015, with no forecast of strategies and actions for its re-elaboration. Still, it was possible to realize that despite its existence, this has not been experienced by the school community and has not been playing the role of being the guiding document of teaching practices and teachers developed in school. Only the manager claimed to have participated in its construction, and despite saying that it was elaborated collectively, none of the other survey participants claimed to have actually participated in this construction. Students and non-teaching staff stated that they did not know the document. In this sense, it was concluded that collective and participative work is of fundamental importance for the construction of the PPP, because only when everyone participates, they feel responsible and committed to it. In this way, we can guarantee the construction of a democratic and participative management, having the Pedagogical Political Project as one of the main tools of School Management.