Aprendizagem organizacional na construção do projeto pedagógico escolar: um estudo de caso na Escola de Educação Infantil da ALPB

Abstract

The needs of changing imposed by a world that is increasingly complex and marked by the speed of the information, especially reaches schools, education centers and civic education, which has the responsibility of preparing people for the challenges of future that is still difficult to envision. However, the school as an organization needs to quickly rethink itself and readjust to have sense and relevance, learning as an Organization, to exercise the central role that it has to, in social change needed to be undertaken. The PSP, Pedagogical School Project, brings in its nature the proposal for collective construction of educational reality that by favoring the process of communication in school gives empowerment to the people and allows ideas and collective constructions for favoring the learning. The need for learning for school organizations‟ change, coupled with the need to prepare a position paper of conduct and organizational decisions, allowed the observations and analyzes used in this research to understand how does the process of learning in school happen as a social process. The case study took place within one year and four months, during this period 56 meetings were held with school professionals, these professionals mostly women, aged twenty five thirty-five years. Were used observations, recordings and a diary to extracted from the meetings held for the construction of the PSP points for discussion, reflection, problem solving and taking action, that denote the practice of experiential learning, held in the socially constructed route. The results show that organizational learning provided by the PSP may be considered experiential, socially constructed and therefore significant. The results also show the possibility of the PSP be a helper for the school to reevaluate its proposal, its social and organizational learning provided through the instrument, can rescue the sense of unity that strengthens the school as a critical community that is able to act in society in which it is included.