Projeto Político Pedagógico da Escola 11 de Setembro – “1ª conquista”: uma ressignificação através da reflexão com seus sujeitos

Abstract

This report intend to make a contribution to the “ Escola Municipal de Ensino Fundamental 11 de Setembro, 1ª Conquista”, through a reflection / reframing of its Political Pedagogical Project, understanding Field Education as a concept that needs to be incorporated in the School’s Political Pedagogical Project. It is a qualitative research based on the principles and assumptions of action research that had the protagonism of the subjects that constitute the school community. It was used as an instrument of data collection, analysis of documents, questionnaires and conversation circles, this in the context of the intervention. The theoretical foundation studied was the legislation that legitimizes the Field Education, based on the struggles of Social Movements in Brazil. During the research, there were moments entitled Reflective Encounters in which the school community had the opportunity, through studies and discussions, to analyze, contextualize and interpret theoretical references that would support them to reflect on the meaning of PPP in the perspective of Field Education. From the synthesis of the first meetings, the themes that would be developed in the next meetings would emerge, however, as the emergence of the Covid-19 pandemic, where schools suspended face-to-face activities, this second part of the activity was altered. The pandemic situation for students in field schools had a much more serious impact than in urban areas, and it made it impossible for us to carry out the research as planned, however we report here the adjustments we had to make in this context. At the current juncture it has become evident that for rural communities, the school space does not only serve to serve formal education, but also be the place where students and the school community have access to public policies. 1ª Conquista School is an example of this, as it is a stage for social inclusion and promotion. This critical reflective report also poses the challenge of channeling forces to defend education, and it serves in this period, the defense of educational policies achieved in recent years for field students will be intensified.