O princípio da gestão democrática na implementação do projeto político-pedagógico (PPP): um estudo em uma escola da rede pública estadual de São Luís- MA

Abstract

This research contemplates the study on the process of elaboration, execution and evaluation of the Political-Pedagogical Project (PPP) in a state public school in the city of São Luís-MA. The priority of this study was to analyze the process of elaboration, execution and evaluation of the Political-Pedagogical Project (PPP) developed in a public school in the city of São Luís - MA. In order to achieve the proposed goal, it was necessary to understand the PPP as an instrument of democratic management; analyze the theoretical and methodological assumptions guiding the process of elaboration, execution and evaluation of PPP; to identify the principles of Democratic Management present in the PPP of a state public school in São Luís-MA and to analyze the perceptions of the subjects of the school and local community of a public school in São Luís-MA and of Pedagogic technician assistent of State of Education Secretary of Maranhão (SEDUC) on the PPP. As a methodological foundation, we adopted the qualitative approach, through bibliographical, documentary and field research. For the empirical data collection, we conducted semi-structured interviews with the research subjects: school and local community, and SEDUC Pedagogic technician assistent. Among the authors used for the theoretical foundation are Cardozo (2012); Dourado (2000); Dublante and Coutinho (2012); Gadotti (2001); Time (2007); Libâneo; Oliveira and Toschi (2007); Paro (2008); Vasconcellos (2010) and Veiga (2008 and 2010). The results of the research indicate that the PPP implementation process needs to be democratic, expressing its desires and interests of the subjects of the school and local community. In this way, it must be carried out according to the reality and identity of the school. We infer that in relation to the researched school, the participation of the school and local community in this process is still a challenge to be faced by the subjects of the educational context, since they revealed that the elaboration process was not participatory, i.e., democratic management was not very consolidated.