O projeto político-pedagógico: indagações sobre a formação continuada e o compromisso com a gestão democrática na escola pública municipal de Curitiba (2013-2016)

Abstract

The aim of this study is to investigate the construction of the Political Pedagogical Project (PPP) and the role of continuing education in the writing this document. This process is understood as a theoretical-practical action of democratic management carried out in public schools in the Municipal System of Education in Curitiba, from 2013 to 2016. The research problem refers to the construction of the PPP articulated to a continuing education action proposed by the Municipal Secretariat of Education (SME, in the Portuguese acronym) of Curitiba; did it put into practice the democratic management of human formation in the public schools from the Municipal System of Education of Curitiba? The study aims to examine the Brazilian scientific production about the articulation between the processes of continuing education, democratic management and the construction of the PPP; to understand the relation between educational policies, democratic management in public schools and the construction of the PPP. Another aim is to investigate the role of continuing education in the elaboration of the PPP in public schools in addition to analyzing Public Policies for the construction of the PPP defined in the national context and in the Municipal System of Education of Curitiba and its impact on continuing education for the construction of the PPP. The research follows a qualitative approach and the analysis is based on the dialectical method from a historic materialist perspective. Therefore, the research is supported by the dialectical relation between document, legal and epistemological analysis and the data generated by means of a questionnaire applied in the field research to 33 school coordinators in schools from the RME of Curitiba. The main authors that support the analysis are Ferreira (1998, 2003, 2012 and 2017), Cury (2008, 2016), Dourado (2011, 2016), Saviani (1984, 2011, 2013, 2014, 2016), Veiga (1995, 2003, 2009, 2013). The study demonstrates that the process of continuing education for the construction of the PPP, as well as the material produced and elaborated by the Municipal Secretariat of Education, the Regional Centers of Education and schools played a significant role for overcoming the conception of the PPP as a technical-bureaucratic formality. This indicates the need of educational policies that aim for processes of continuing education articulated between educational systems and the school, for reflection and the collective elaboration of the PPP. The questionnaires demonstrated that the teams use the PPP to guide their work, to plan teaching, to define curricular activities that aim human formation. Time is a factor that makes the work of schools coordinators hard in relation to the construction of the PPP either to have meetings or to study. The study suggests that a path to be followed is the consolidation of democratic management of education, as a principle indicated in the national legal marks and in the municipal education in Curitiba. It was also observed that the discontinuity of public policies for the education of the professionals of education at the Municipal Network of Education not only made the school team fragile but also had a negative impact on the working conditions for the consolidation of the PPP in the schools.