O projeto político pedagógico e a gestão democrática na educação infantil: uma proposta de construção dialógica na rede municipal de ensino de Toropi - RS

• Ano de defesa: 2018
• Autor(a) principal: Franzen, Karine Gutheil
• Orientador(a): Lunardi, Elisiane Machado
• Banca de defesa: Henz, Celso Ilgo , Marquezan, Fernanda Figueira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Centro de Educação
• Programa de Pós-Graduação: Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: Políticas públicas; Gestão democrática; Educação infantil; Projeto político pedagógico; Círculos dialógicos investigativo-formativos
• Palavras-chave em Inglês: Public policies; Democratic management; Early childhood education; Pedagogical political project; Investigative-formative dialogical circles
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/16595

This Professional Master‟s research was developed in the Line of Basic and Higher Education Policies and Management, of the Postgraduate Program in Public Policies and Educational Management of the Federal University of Santa Maria / RS. The research problem arose from the challenge of contributing to the process of legitimizing democratic management in the municipal education network of Toropi / RS, discussing the challenges in the construction of a Pedagogical Political Project for Early Childhood Education. The main objective of the research is to carry out a dialogical discussion process with the proposition / elaboration of a guiding document for the construction of the Pedagogical Political Project of Early Childhood education of the municipal education network of Toropi, and as specific objectives to discuss the conceptions of childhood and right to a quality child education; investigate the legal frameworks of management in Early Childhood Education; reflect on democratic management in the process of building the Pedagogical Political Project for Early Childhood Education; and prepare a guiding document for the organization of the Pedagogical Political Project of Early Childhood Education of the Toropi municipal school system. The qualitative methodology is used with case study, through documentary, bibliographical research and investigative-formative dialogical circles, performed with teachers and managers of Early Childhood Education. Data construction was performed through triangulation of data and analysis of results through content analysis. The theoretical framework deals with Child Education in Brazil and its challenges, dealing with legislation and public policies, the management of Early Childhood Education and the Pedagogical Political Project, emphasizing the importance of constructing a pedagogical proposal that contemplates the right to childhood. The final product of this research is a guiding document for the construction of the Pedagogical Political Project of Early Childhood Education of the municipal education network of Toropi, elaborated collectively with the school administrators and teachers, seeking to contemplate in a clear way the essential steps for the construction of a PPP that contemplate the Infant Education in its entirety, that is, nursery and preschool. We realize that managers and teachers, in many cases, do not know how to deal with the autonomy that is guaranteed to them, limiting themselves to the day-to-day tasks of the school, and therefore, a greater commitment of the same ones is necessary so that the process of elaboration of the PPP of the school is democratic. Thus, the dialogues emerging from the investigative-formative dialogical circles with managers and teachers provided a reflection on theory and practice, through action-reflection-action, enabling new perspectives on the management of Early Childhood Education and the process of elaboration of the Pedagogical Political Project, promoting the self(trans)formation of the co-authors involved in this process.