(Re)construção do projeto político-pedagógico da Escola Estadual de Ensino Fundamental Coronel Urbano das Chagas de Dom Pedrito/RS: orquestrando sua partitura político-pedagógica.

Abstract

This project shows a critical and reflexive report about the development of a Political-Pedagogic Project of the State Elementary and Middle School called Coronel Urbano das Chagas located at Dom Pedrito/RS. It demonstrates the opening of a discursive political-pedagogic space that integrated part of the school community as a way of reach all scholar peculiarities in order to know its real wishes and to define new goals, keeping the project up to date. The adopted theme, which is indispensable in the Brazilian educational context, represents an item in the consolidation of the Democratic Management. The preparation and evaluation of the Political-Pedagogic Project (PPP) need to be discussed among the school community and the general community, justifying in this way, the need of foresee the future different of the present, searching for a new stability and throwing forward, in order to reach better conditions of teaching and learning, which are the main goals of a pedagogic project, architected and experienced with the commitment of all the subjects related in the process. This interventional project began with a research and a survey, which were based on an action research methodology, applied to this school community. From the collection of data and the formulation of diagnosis, interventions were established in order to achieve the proposed objectives. With the participation of the leadership team, in which this researcher is a member working as a pedagogic coordinator, and the school board coordinating these actions, it became clear that the democratic management should be developed in a participatory manner, in which the collaboration of all the people involved in the administrative-pedagogical process and in the decisions making is needed; allowing then the realization of the fundamental element: the effective participation of the teachers, school staff, students, and school and general communities in the decisions and actions to develop the Political-Pedagogic Project. As well as the symphonic music is composed by different instruments playing together, making a large sound mosaic, the school can be governed in a manner that everybody has space and voice in this political-pedagogic act, as experienced in this intervention.