Compreensões acerca do projeto político-pedagógico: contribuições para a gestão em uma escola municipal de Barra Funda (RS)

Abstract

This study examined the understanding of political pedagogical project by different segments of the school community and how this contributes to the management in a Barra Funda’s (RS) Municipal School. Were research collaborators: school principal, educational coordinator, school secretary, employees, teacher of final years and of the early years of the elementary school, parents and students. Through qualitative approach case study, the information obtained via questionnaire were codified by simple categorization, approaching the content analysis. Understanding the efforts for a democratic management, we have the PPP as emancipatory element that provides such management. Not all employees reveal understanding of the PPP and the management school. The results showed divergence in understanding these. This divergence occurs in some respects as the segment, but mostly denoting that effective participation in the school routine is essential for understanding the role of the institution itself. We emphasize the importance of participation by all segments of the school community also in construction of the PPP, which provides effective management in a democratic perspective. Despite not having the participation of all, understanding that this is necessary is revealed as an important issue in the process. Therefore, it can be concluded that the PPP undoubtedly contributes to management. However, if management desired characterized as democratic, the construction of PPP requires community participation in development in view of to understanding and commitment to its concretion.