Constelando os sentidos do projeto político-pedagógico no cotidiano escolar : humanocência, aprendiver, caminhantes e humanistência

Abstract

This research, carried out within the Graduate Program in Education at the University of Caxias do Sul, in the Research Line on the History and Philosophy of Education, sought to understand, between 2024 and 2025, the movements involved in the implementation of the Political-Pedagogical Project in everyday school life, based on the narratives of teachers about their pedagogical practices. The study was conducted through a qualitative approach, initially employing the analysis of legislation and documentary analysis?respectively addressed by Faria Filho (2008) and Bacellar (2005)?as a way to reconstruct the historical-legal trajectory of the Political-Pedagogical Project and critically contextualize this process. Subsequently, we applied the procedure of the Investigative Self-(Trans)Formative Dialogical Circles, guided by Henz (2023), with the aim of tracing, through teachers' dialogues, the meanings and movements of the implementation of the Political-Pedagogical Project in teaching practice. The constructs that emerged in the Dialogical Circles were understood and interpreted through the hermeneutic perspectives of Gadamer (1999) and Walter Benjamin (1987, 2009). This research is grounded in the theoretical frameworks of Freire (1978, 1979, 1980, 1983, 1993, 2000, 2001, 2002, 2015, 2026), Libâneo (2001, 2013, 2021), Mészáros (2019), Franco (2017), Gadotti (1999, 2006, 2014, 2019), Paro (2000, 2001), Charlot (2000, 2006, 2020, 2024), and Arroyo (2000, 2004), among others. At the end of the study, after understanding the dialogues and their interweaving with theory, we unearthed concepts that became what we call Star-Words. From these words, four constellations of meaning were outlined, connecting the narratives to the Political-Pedagogical Project and recognizing human teaching, dodiscence, autonomy, politics, and resistance in a flexible movement of contrast and struggle against the rigidity of neoliberal external policies that pervade everyday school life and pedagogical practices. These constellations were named, respectively, the Constellation of Humanoscence, the Constellation of Learnliving, the Constellation of the Wayfarers, and the Constellation of Humanistence. From them, we understand that the Political-Pedagogical Project gains movement within pedagogical practices, where it (re)constructs its meanings in everyday life, even though teachers? appropriation of this document is not always clear. Broadening this understanding, we perceive that the penetration of neoliberalism in education?through external agents (foundations, assessments)?presents itself as a challenge for teachers to implement in their pedagogical practices what was collectively constructed in the Political-Pedagogical Project. Furthermore, we understand that the Investigative Self-(Trans)Formative Dialogical Circles have become qualified spaces for listening and voicing the word, for reflection and dialogue, enabling the self-(trans)formation of the co-author teachers and the researcher-coordinator, situating the Political-Pedagogical Project within everyday school life and reaffirming its understanding as the school?s critical theory. [resumo fornecido pelo autor]