THE IMPORTANCE OF THE POLITICAL-PEDAGOGICAL PROJECT FOR THE EDUCATIONAL INSTITUTION - THE PERCEPTION BETWEEN THEORY AND PRACTICE AT THE EMÉRITO NESTOR LIMA MUNICIPAL SCHOOL, PARNAMIRIM-RN IN THE YEAR 2020

Abstract

The Political-Pedagogical Project (PPP) is a document constructed with the participation of the school community to guide pedagogical practice and monitor teaching and learning. However, in many public schools, it does not exist or is not effectively applied, serving only to fulfill bureaucratic requirements of Law No. 9.394/1996, the Law of Guidelines and Bases of Education. Often, it remains shelved, unknown, or ignored due to lack of interest or information. This study investigated the existence, construction, and practical application of the PPP at the Emérito Nestor Lima Municipal School in Parnamirim-RN, in 2020. We sought to understand how an essential document can be neglected, analyzing its process of elaboration, implementation, and evaluation in elementary school II. The target audience was teachers of the final years, to whom we applied a virtual questionnaire with 16 direct questions. In addition, we held face-to-face meetings to deepen the analysis of the responses. The collected data were organized into tables and graphs, revealing shortcomings in the dissemination of the PPP (Political-Pedagogical Project) and a certain disinterest from the school community in using it as an active tool. The results indicate that, despite its relevance, the document is underutilized in the school environment, highlighting the need for greater engagement and strategies to make it more present in the daily life of the school.