Trabalho de Conclusão de Curso de Especialização
Projeto político-pedagógico: desafios encontrados para a elaboração numa escola do campo
Rabuske, Aline Maria
Studies on the political - pedagogical project schools have increased in recent years among researchers, teachers, administrators and educational institutions, as well as being very keen on educational policies in pursuit of a quality education. The legislation establishing that its construction should be through a democratic process highlighting the participation of all. The reality of rural schools brings a deep reflection on the democratic management defended the regulations. Therefore, this monograph investigates teachers' knowledge and direction of a school field with respect to political- pedagogical project. Having described as specific as the construction of PPP occurs in school goals; identifying conceptions that teachers have and point out the actions taken by the school management to knowledge and implementation of the political- pedagogical project, identify the challenges encountered and the possibilities for this construction is truly democratic and participatory in a school field . The methodology we used a qualitative approach whose research instrument was a questionnaire addressed to teachers and direction of a field school in the municipality of Lagoa Bonita Sul / RS, in the period 15-30 October 2013.Com this work can be seen that in schools the constant change of teachers is reality and it ends up hurting the quality of education because teachers fail to understand and put into practice the political - pedagogical project that the school operates. Insufficient action by the school principal to provide knowledge and assessment of PPP teachers. Regarding the questionnaire applied to school administration can be seen that this constant exchange of teachers , lack of knowledge of PPP and little active participation of the school and local communities in school decisions become challenges to implement democratic management. However, teachers indicated the absence of more specific actions which contribute to this existing gap between family and school that is characteristic of the majority of rural schools. Thus there was a need for managers prepared with knowledge of educational public policies and also the reality of the local community to develop activities that meets the needs and expectations of existing regional culture.