Projeto Político Pedagógico (PPP): o resgate de sua implantação na rede municipal de ensino de Londrina

The aim of this paper is to present a historical review of the implementation process of the political pedagogical project (PPP) of Londrina (PR). The study used interviews with some agents who participated in the construction of the PPP (teachers, school, supervisors and employees of the Regional Education Center) and investigated the absorption of proposals from the base (school) for the offices of political power. The results showed that although the democratic discourse has always been present in official documents the construction of the PPP had discrete popular participation and projects, as a rule, incorporated the bureaucratic forms issued by official powers.

Projeto político-pedagógico para o Centro de Formação, Treinamento e Aperfeiçoamento da Câmara dos Deputados

Apresenta um estudo descritivo sobre os elementos e estratégias metodológicas para a elaboração de um Projeto Político-Pedagógico - PPP - para o Centro de Formação, Treinamento e Aperfeiçoamento da Câmara dos Deputados. Aborda aspectos teóricos, legais e conceituais relativos a um PPP numa instituição de ensino, mesmo que corporativa.

Projeto político-pedagógico: o espaço de participação efetiva e contextualizada dos atores da escola

Will be demonstrated here, the importance of preparing the Political-Pedagogical Project - PPP in a way that the school´s actors participate constantly. his participation is essential to promote both their production and the ongoing evaluation of activities, actions and educational purposes. Following the guidance of experienced researchers in this matter, we assume the defense of a school that favors the character of belonging for everyone: administrators, teachers, students and parents, the whole community. his study is conducted in two stages: a theoretical study, highlighting the main researches and thoughts at academic level, a documentary analysis of four schools and interviews with directors or vice directors and coordinators of schools. With this study and analysis, it is possible to realize the importance of their development and promote relection to guide those interested to a new vision or revision of structures already plastered. he school thus may undergo changes renovating their routine, making it fresh news and events, allowing the daily challenges foster contextualized strategies on concrete basis.

Projeto Político Pedagógico: o espaço de participação efetiva e contextualizada dos atores da escola

Will be demonstrated here, the importance of preparing the Political-Pedagogical Project - PPP in a way that the school´s actors participate constantly. his participation is essential to promote both their production and the ongoing evaluation of activities, actions and educational purposes. Following the guidance of experienced researchers in this matter, we assume the defense of a school that favors the character of belonging for everyone: administrators, teachers, students and parents, the whole community. his study is conducted in two stages: a theoretical study, highlighting the main researches and thoughts at academic level, a documentary analysis of four schools and interviews with directors or vice directors and coordinators of schools. With this study and analysis, it is possible to realize the importance of their development and promote relection to guide those interested to a new vision or revision of structures already plastered. he school thus may undergo changes renovating their routine, making it fresh news and events, allowing the daily challenges foster contextualized strategies on concrete basis.

Educação ambiental nos anos finais do ensino fundamental em uma escola do campo: uma análise a partir do projeto político pedagógico

Environmental education (EE), a critical component to face the environmental crisis, must be present in formal education in a continuous, permanent and transversal way. Studies show, however, that EE occurs, often, in a sporadic and discontinuous way, and that it is mainly linked to Sciences. The objective of this study was to investigate the inclusion of environmental subjects in the Political Pedagogical Project (PPP) of a rural school, in Araraquara, SP. Through documentary analysis of the PPP, proposals for the Environmental Education for the last years of elementary education were examined. The results allowed the understanding, in a complex and contextualized way, of aspects related to the presence of environmental subjects in the school curriculum. They reveal that the suggestion of working with Environment attend the recommendations of the conference of Tbilisi and of Brazilian National Curriculum (PCN).

O projeto político pedagógico e a educação física escolar no processo de construção coletiva

Pós-graduação em Ciências da Motricidade - IBRC

A formação de professores no curso de história da Universidade Federal do Pará: uma análise do projeto político pedagógico

O presente estudo apresenta como temática a formação de professores e busca investigar a seguinte problemática: qual o tratamento dado à formação o de professores para atuar na educação o básica a partir do atual projeto político pedagógico do curso de História da UFPA Buscamos compreender como se organiza a proposta curricular desse curso e como abordada a formação para a docência no referido PPP deste curso. A investigação se constituiu num estudo qualitativo com subsídio teórico de autores do campo historiográfico, do currículo e da formação docente. Adotamos uma análise documental e utilizamos documentos oficiais do CNE, como as DCN para os Cursos de Graduação em História, as DCN para os cursos de Formação de Professores da Educação o Básica e outros com abrangência interna na UFPA, para compreender as suas influências sobre o PPP do curso investigado, que carrega as proposições formativas para o profissional de História nesta IES. Analisando o PPP do curso de História verificamos que a perspectiva formativa no curso investigado ancora-se na formação do professor-historiador, aproximando-se do modelo de formação do professor-pesquisador, preconizado pelas DCN, para a Formação de Professores; entretanto, não identificamos os meios epistemológicos e práticos para a execução deste propósito de formação docente na configuração da estrutura curricular, principalmente quanto ao desenvolvimento de pesquisas sobre o fenômeno educacional. Identificamos, também, que o tratamento do conhecimento pedagógico, imprescindível na formação docente para atuar na Educação Básica, aparece de maneira secundária na estrutura curricular analisada. Portanto, inferimos que o conhecimento histórico assume a prioridade no desenvolvimento do curso investigado nos remetendo que a importância da formação se concentra no historiador, em detrimento da formação do professor.

A gestão do conhecimento na formulação do projeto político-pedagógico em cursos de graduação

O artigo apresenta os resultados da primeira etapa de uma pesquisa que busca associar a elaboração do Projeto Político-Pedagógico de Cursos de graduação - PPC (entendido como estratégia a ser desenvolvida e alcançada), o aprendizado organizacional e a gestão do conhecimento em processos de mudança no interior das Instituições de Ensino Superior. O objetivo desta etapa é analisar o processo de elaboração do PPC utilizando uma abordagem de gestão do conhecimento. A partir da análise dos processos de reformulação dos PPC’s de dois cursos de graduação em uma universidade pública e utilizando a classificação de Probst, Raub e Ramhardt (2002), a pesquisa procurou demonstrar de forma específica dois aspectos: a) a possível relação existente entre os elementos do PCC e da gestão do conhecimento a partir das novas características da universidade; b) o nível de utilização de técnicas e procedimentos próprios da gestão do conhecimento durante o desenvolvimento desses processos. Constatou-se um grau incipiente de utilização das técnicas durante a realização dos PPCs, ou seja, a universidade identifica e desenvolve o conhecimento individual e coletivo de seus professores, alunos, funcionários e stakeholders de forma intuitiva, sem uma metodologia clara. Portanto, em um nível muito inferior ao que poderia fazê-lo, ensejando o aprofundamento dos estudos para a elaboração de uma metodologia (procedimentos, tarefas, métodos e responsabilidades) para uma maior efetivação da gestão do conhecimento na instituição universitária, visto ser a construção do PPC um dos seus processos essenciais.

O Projeto político-pedagógico na perspectiva de consolidação da cultura organizacional e da autonomia da escola

In this research, we have found that, besides the literature in educational area presents the politic-pedagogical project as a pedagogical component that is able to promote changes in educational practices and to consolidate the school autonomy, some researches point to an opposite view-point, mainly due to the fact that these researches verify that several schools have elaborated their project just to comply with a formal exigency of the Brazilian educational reform implemented from the 1990 decade. Despite of the neoliberal and neoconservative forces (that guide this reform) understand the politic-pedagogical project as a way of stimulating scholar organizations, in order to put in practice the educational politics of this decade, we understand that this project can, in fact, promote changes in the scholar practices in the sense of overcoming the bureaucratic scholar culture historically developed in this environment. This research presumes that the process of planning, implementation and evaluation of school actions that is excited by the politic-pedagogical project can stimulate the subjects to develop practices, values, and senses, bypassing in some aspects the culture that is traditionally instituted in school, what will certainly favor the construction of its autonomy. The research that we have done in Professor Ascendino de Almeida Municipal School situated in the South Zone of Natal, RN, Brazil, was developed according to the following methodological procedures: document analysis, semi-structured interview, and participative observation. In the focused school we evidence that the politic-pedagogical project is a product of interpersonal and professional relations that are marked by shared powers, by dialogical action, by participation, and by equality, that (all of them) mediate decisional processes, what makes it possible the construction of common senses in order to guide the educative action. We yet evidence the existence, between the professionals that integrate this institution, of a culture for valuation of planning, of collective reflection, and of theoretical support, besides a commitment with the formation of the student with who they work, this making possible that the politic-pedagogical project constitutes in an orientation for the process of reflection, action, and evaluation of the school work. In these conditions, this project propitiates the consolidation of the school autonomy, what, in its turn, prints higher quality to the educative work developed in the institution

Projeto político-pedagógico: instrumento de ação educativa na Escola Municipal Ascendino de Almeida Natal-RN (2002-2003)

In this dissertation, we investigate the process of elaboration of the Political-Pedagogical Project in the Municipal School Ascendino de Almeida , situated in the west zone of Natal city, in Rio Grande do Norte State, Brazil. We performed a qualitative research, using information provided by several sources as: interviews carried out in the Municipal Department of Education and also in the mentioned School, document analysis, and literature reviews, mainly with the objective of knowing more about the complexity of this particular reality. This was done in order to establish a mediation between the actual reality and the social, political, and economic context that surrounds it. We analyze the Political-Pedagogical Project according to the visions of Education theoreticians, under the political-normative plan, and also as a process of educational planning that can collaborate significantly for the introduction of changes in school Education. This instrument of the educative action, as a fruit of the participation of the school community, may constitute itself in an important learning instrument of the participation in the social sphere, demanding from the educators the development of complex abilities so that they can construct the Project. In the data analysis, we describe and analyze the process of elaboration of the Political-Pedagogical Project of the mentioned School. We also determine how participation of the school community was constructed as well as the consequences of this envolvement. We also discuss the abilities they needed to develop, the process of studies and dialogues that gave support to the whole process, and the democratic participation in the school decisions, including a dialogical interaction

O processo de alfabetização e o projeto político-pedagógico em escolas de ensino fundamental

Pós-graduação em Educação - IBRC

Educação ambiental em escolas de ensino fundamental da rede municipal de Araraquara: do projeto político-pedagógico à sala de aula

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)