A construção do projeto político pedagógico das escolas do campo: uma contribuição ao tema

Abstract

This paper shows the construction of Political Pedagogical Project (PPP) in the rural schools, especially those that are located in the islands of the city of Abaetetuba. This was work one of the actions of the Study Group and Research Society State and Education (GEPESEED). The city of Abaetetuba has approximately seventy-two (72) islands and in these are distributed approximately eighty-three (83) schools, working with school attendance in the following grade levels: Early Childhood, Elementary and Secondary Education. Of this group of islands most schools do not have PPP built, which prevents, among other situations, the participation in the programs and actions of the federal government, requiring it as an instrument of school organization. Under the law (LDB 9394/96) is the explicit intention that everyone needs to participate in school life in its multiple dimensions (social, administrative and political-pedagogical) and the construction of a PPP school, constitutes learning required to be experienced and lived throughout the school community, it is an opportunity in which they can reflect on the intentionality of their own educational practice. We are mindful that the design guides to all school actions in a planned and organized, and its absence makes the school blurry without identity and direction, following direction and mostly without any commitment to the educational process. It was in this political sense, the formative meetings, base of the action of GEPESEED, sought to develop studies and advisory services to build the PPP of these schools, in partnership with the City Department of Education of the City of Abaetetuba. Briefly, the formative meetings were undertaken as an exercise of praxis, ie, a cyclic movement (school-formation-intervention), and continuous reflection on practice for managers who are in the schools and coordination with the responsibility to conduct the work pedagogical school routine. (Freire, 1996).