A ressignificação do projeto político pedagógico em uma escola do campo a luz de cartas pedagógicas

Abstract

This work presents results of a qualitative research, carried out in the Postgraduate Program in Education - Professional master’s in education at the Federal University of Pampa - UNIPAMPA (PPGEdu), Jaguarão campus. The study was carried out in a high school in the State Public Network of Rio Grande do Sul, located in the municipality of Herval. This research had the general objective of understanding the process of participatory and democratic action through the use of pedagogical letters for the review and systematization of the school's new Pedagogical Political Project. The methodology that guided this study is qualitative in nature, with its typology revealing the character of action research. As a methodological instrument to give a voice to all actors, in a democratic way, pedagogical letters were used. In this study, school documents were also used, in order to carry out a democratic and participatory action. All data collected took into account the environment in which the school is located - rural area of the city of RS.The problem that led this investigation was what are the limits and possibilities of participatory and democratic action in the review and updating of the Pedagogical Political Project of this school? To answer this question, the specific objectives of the study were to understand the limits and possibilities of participatory and democratic action in the review and update of the Pedagogical Political Project of this school; analyze the power of pedagogical letters as an instrument to promote participatory action; understand and analyze the proposals and concepts of education in and from the countryside; recognize the school's current Pedagogical Political Project and its form of implementation/execution; discuss how the democratic process of building and systematizing the school’s PPP takes place; problematize the importance of participatory action to address the desires of an entire school community. This study resulted in the use of pedagogical practices as a teaching object, as only students engaged in participation in the activity and production of letters with the aim of collaborating in the review of the new P.P.P, the review and systematization of the new Pedagogical Political Project and the formation of understanding, on the part of the school community, that greater coordination between all segments is necessary to guarantee a participatory and democratic movement in the daily life of the school. This work also aimed to discuss, through scientific research, education in and from the countryside; the school's current Political Pedagogical Project (PPP) and the way in which the democratic process of building and systematizing its PPP occurred.