Projeto político pedagógico: uma análise dos desafios e perspectivas para a construção em sete escolas de uma coordenadoria distrital de educação de Manaus

Abstract

The present dissertation was developed within the scope of the Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) of the Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). The focus of the study was the construction of the Pedagogical Political Project (PPP) in seven educational units belonging to the Coordenadoria Distrital de Educação 4 (CDE 4) in the city of Manaus. The research became relevant, above all, for the importance of the PPP as a guiding and democratic instrument that guides the actions of the school, proposing in its essence the participation and belonging of all the school actors in the process of transformation of the existing school reality. In this sense, we aim with the research to analyze which challenges faced by school administrators have made it impossible to construct the PPP of the schools, and to what degree the actions of the CDE 4 have assisted schools in this construction process. It was also sought to describe how the discussion of the PPP has been placed in the Amazonas’ state network and in the context of the CDE 4, besides proposing actions that make possible the understanding of the importance of the PPP for the schools, discussing strategies that guarantee their construction and make effective their operation within them. This study is based on a qualitative approach and bibliographic research, having as instrument of data collection semi-structured interview applied to seven school managers, to a district education coordinator, an assistant pedagogical coordinator and a pedagogical supervisor of the CDE 4. The results of the research pointed mainly that the participatory and democratic process in the schools surveyed is still fragile, as well as that there are flaws in the planning and orientation of these institutions by the CDE 4. Others aspects such as time and misinterpretation of PPP were also prominent in the results, being necessary, therefore, actions directed to these aspects for schools to build their projects efficiently, guaranteeing concrete possibilities of educational improvements in the ambit of the CDE 4 and in the state of Amazonas.