Projeto político pedagógico e cultura escolar: uma interrelação necessária

• Autor(a) principal: Kropp, Sandra Ethel
• Data de Publicação: 2017
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/27328
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::ADMINISTRACAO EDUCACIONAL; Projeto político-pedagógico; Cultura escolar; Gestão democrática; Political-Pedagogical Project; School culture; Democratic management

The present work had as objective to analyze the correlation between the existence of the Political-pedagogical Project and the school culture, evaluating both dimensions and its role in the school, constructing the analysis of the importance of the interrelation of the two. Through observation in a school in São Paulo and analysis of the main documents since the school did not have a PPP, it was possible to understand the main relevant aspects of the construction of pedagogical practices that directly interfere in the construction and maintenance of school culture. With the support of a deep and consistent bibliographical study, it was clear that the existence of the PPP is fundamental as a backdrop for the implementation of pedagogical practices and how the construction of pedagogical practices directed by a project can facilitate the formation and maintenance of a culture rich and concrete school. It clarified how school culture, that is, the formal and informal interrelationship between the social actors of the school makes pedagogic practices enriching and how the formation of a thinking being with analytical and critical capacity is the main objective of the school, when pedagogical practices are directed towards this end. An environment filled with an enriching school culture facilitates compliance with the PPP because it shows that the social actors of the school have the same goal in common, which is to train a participatory, active, critical and thinking student through transformative pedagogical practices. For this reason, it is important that the school fill the void of the lack of a PPP and involve the efforts of social actors to this end, with the objective of making the construction and implementation of pedagogical practices and school culture more fluid elements in its consolidation. For this, it is fundamental that the school is aware of the importance of this document and open a process of discussion through democratic management for the construction of the Political-Pedagogical Project, deepening relationships, directing pedagogical practices and further consolidating school culture