Projeto político-pedagógicos: espaço de (re)construção profissional docente em uma perspectiva humanizadora

• Ano de defesa: 2015
• Autor(a) principal: Robaert, Samuel
• Orientador(a): Henz, Celso Ilgo
• Banca de defesa: Andreola, Balduino Antonio , Oliveira, Valeska Maria Fortes de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Formação permanente de professores; Projeto político-pedagógico; Gestão escolar; Democracia escolar
• Palavras-chave em Inglês: Teachers permanent formation; Political-pedagogical project; Scholarship management; School democracy
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/7218

In this study, we approach the Political Pedagogical Project (PPP) centrality as scholar everydayness important articulator, as innovation instrument at school and potential articulator of teachers permanent formation, through processes auto(trans)formatives, with the development of educational institution. We reference Paulo Freire, Francisco Imbernón, Isabel Alarcão, Antônio Nóvoa, Vitor Paro e Heloisa Luck, among others, in order to think the PPP as an important participation and decision sharing mechanism, in a way that its shared construction by scholar community is a dialogical and humanizer movement of educative institution. So, this text is a theoretical-practical research report, of the qualitative approach, of case-study method, which comprises its arising reflections. Locus was an cluster of three urban school of an Municipal Teaching Network. Eight teachers, scholar council members of their respective schools, served as subjects. This research aims to verify how the school PPP articulates its everydayness and permanent teachers formation, seen that this articulation makes viable the docent professionality development, through direct teachers participation in argument about schools problematics and, by consequence, promote the educative institution development. With the research we noticed that PPP is not the docent auto(trans)formatives processes articulator with the school everydayness, and that the public politics to permanent teachers formation at Municipal Teaching Network have been implemented in a view that sees the teacher as an executor of such politics and not an author, losing a privileged space of docent professional development linked to educative institution development.