Desafios e possibilidades na construção do projeto político pedagógico das instituições de educação básica: uma análise das pesquisas acadêmicas

Abstract

In the 1980s, during the redemocratization process in Brazil, social movements and education professionals managed to insert the principle of democratic management into the Federal Constitution of 1988. In line with this principle, the Law on Guidelines and Bases for National Education (LDBEN), Federal Law No. 9,394/1996, was enacted in the following decade, which determined, as one of the mechanisms of democratic management, the elaboration and execution of the Political Pedagogical Project (PPP) by public schools. In many schools, the PPP continues to be a mere bureaucracy, not effective as a democratically constructed document that guides pedagogical work. In this sense, the general objective of this research was to identify, in academic research, the challenges and possibilities for the elaboration and implementation of the PPP in basic education institutions in a democratic and participatory way. The theoretical framework was based on the studies of Veiga, Vasconcellos, Paro, Libâneo and Lück, as well as on current legislation. To achieve the objectives of this study, a qualitative, exploratory research was carried out, centered on bibliographic research, through the survey of theses and dissertations in the Brazilian Digital Library of Theses and Dissertations (BDTD), which had as their central object the PPP in basic education schools. For the selection of the material, the period from 1997 to the present day was used as a time frame, with the analytical corpus consisting of 38 research studies. Data analysis was developed based on content analysis, using Bardin and Franco as references. The data showed that the PPP is still seen as mere bureaucracy in most of the studies analyzed, failing to fulfill its role as a bulwark of institutions. Most managers do not understand its transformative potential. A discrepancy was also observed between the discourse that points to it as the guiding principle of the institution and the practice experienced in schools. Furthermore, it was identified that the participation of the school community is still limited, reflecting a country with authoritarian roots and these “invisible ties” limit the participation of the school community in decision-making processes. However, research was identified that demonstrated democratic practices and positive experiences that can serve as an example for other institutions. As an educational product, a guide was prepared for use in schools, providing theoretical foundations, practical examples, guidelines and procedures that can serve as support for the school community in the construction of the PPP.