Compondo uma constelação no protagonismo da comunidade escolar para a construção do projeto político-pedagógico emancipatório

Abstract

This research, entitled "Composing a constellation in the protagonism of the school community for the construction of the emancipatory Political-Pedagogical Project", starts from the following question-problem: How to build the Political-Pedagogical Project, based on emancipatory horizons, articulated to the protagonism of the school community in Fagundes Varela? The objective is, from the analysis of the contributions of the construction process of the Political-Pedagogical Project in the municipal school system of Fagundes Varela, revealing ruptures and/or resistance, to build guidelines for a new Political-Pedagogical Project. The approach used for this study follows the perspective of action research, developed with the participation of the school community of an institution of Kindergarten and Early Years of Elementary School, located in the municipality of Fagundes Varela, in the interior of Rio Grande do Sul. Theoretical foundations come from the Critical Theory of Society, notably from authors who were part of the first generation of the Frankfurt School - Theodor Adorno and Walter Benjamin - in constant dialogue with other authors, theories, and the researcher's personal experiences. The path of data collection, treatment, and analysis from a qualitative conception, with the support of quantitative data, triangulates with the theoretical repertoire of Paulo Freire, René Barbier, Maurice Halbwachs, Rodolfo Kusch, Wolfgang Leo Maar, Bruno Pucci, Márcio Seligmann-Silva, and Ilma Passos Alencastro Veiga, designed by the sample of 50% of teachers, 10% of family nuclei, and 11.6% of students from public schools, the locus of the research, through discursive textual analysis. The results analyzed through the description of the process of construction of the Political-Pedagogical Project of the School advocated the process of involving the school community, its conceptions, reflections and (re)significations, from statements/announced, validated and delivered to the Caminhos School Community Learning, which advocate: change management skills; world and local context readings; conceiving cooperation as a virtue for the "materialization" of the Unprecedented Viable; transcending the vertical hierarchical; create contexts that unleash creativity; reflect on the experience of having lived through the COVID 19 Pandemic in a response to the world based on full citizenship; incorporate the Political-Pedagogical Project as a living ecosystem; presupposing daily praxis from living and not ready responses; leaving the culture of fragmentation for a culture of reception and, finally, the delivery of a Pedagogical Documentation of and for the community validated by the group and in a continuous process of construction and renewed validation. The relevance of the work consists of the intention to broaden visions and open paths to new questions, doubts and research, inspiring, even, other realities to develop the construction of their emancipatory Political-Pedagogical Projects, with the collaboration and protagonism of the school community. [resumo fornecido pelo autor]