SCHOOL MANAGEMENT: LIMITS AND POSSIBILITIES OF THE POLITICAL-PEDAGOGICAL PROJECT

Abstract

Educational institutions play a fundamental role in the construction of society through their responsibility to train citizens. Its purpose must contribute to the full exercise of citizenship and the world of work, through democratic education - a universal and constitutional right. It is at school that interaction between members of the educational community takes place with a view to promoting human relations, with the objective of a fairer, more egalitarian and less prejudiced society.
In this sense, school management plays a fundamental role, considering that it covers the administrative-financial and didactic-pedagogical dimensions. A democratic and inclusive perspective must be the pillars of management, valuing both the participation of everyone in the school community (education professionals, teachers and those around them) and the recognition of the needs, plurality and diversity of the population.
In view of the above, it is imperative and necessary to develop a Political-Pedagogical Project (PPP) that meets the real needs of the school and the community that comprises it, with a view to a libertarian, democratic and emancipatory education.
This book is the result of research carried out for academic purposes whose general objective is to analyze the teacher's participation in the preparation and execution of the Political-Pedagogical Project.
It brings together texts that discuss aspects of educational planning, the political-pedagogical project and the perceptions of teachers in the preparation and execution of the PPP.
In Chapter I, the history of planning and its various concepts will be discussed. Educational planning will gain prominence when we address the Political-Pedagogical Project, the Curricular Plan, the Teaching Plan, the Course Plan and the Lesson Plan. It is understood that it is of fundamental importance to carry out planning in the educational context, as, through it, the teaching unit outlines the paths that will be followed and the objectives to be achieved.
Chapter II aims to explain the Political-pedagogical Project (PPP) when we will highlight, among other aspects, its guiding principles. It will also focus on its main actresses/actors, giving greater emphasis to the educational manager, the pedagogical coordinator and the teachers.
Chapter III will present the methodological procedures, as well as discuss the results of the research through the analysis of data and information focused on the perception of teachers with regard to school management, the manager and the PPP .
We hope that the readings contribute to a better and deeper reflection on the importance of the Political-Pedagogical Project and on the relevance of democratic and participatory management with a view to education for all.

Good reading!
The author and the author,

Ionara da Paixão Tavares Nascimento
Gleydson da Paixão Tavares