Political-pedagogical project: analysis of the effectiveness of inclusion in Rio de Janeiro municipal schools
DOI:
https://doi.org/10.33448/rsd-v9i1.1917Keywords:
Participation; Rights; School.Abstract
The present work is part of a research that analyzes some aspects of the inclusion of people with disabilities in the society they live. Our research aims to analyze the issues related to the role of the Political-Pedagogical Project (PPP) in the inclusion of the subject with disabilities, we also analyze the process of its elaboration and implementation, emphasizing the participation of the various segments that make up the school community in the process. of PPP elaboration, implementation and evaluation in the schools of the municipal education system located in the city of Rio de Janeiro. Through semi-structured interviews and document analysis, we sought to identify the issue of the existence and vitality of PPP in the concrete of Rio de Janeiro's municipal schools. After documentary analysis and the speeches of the interviewees, we concluded that there is a centralization in decision making in most of the schools observed and what allowed us to reach such a conclusion were the speeches of the subjects themselves and the reality of daily life that showed the absence of a democracy. indeed.
References
Arruda, J. (2016). Gestão escolar um olhar em construção. (2. ed.). Recife: Paulus.
Brasil, Senado da República. (1988, 05 de outubro). Constituição República
Federativa do Brasil. Diário Oficial da União, (191-A), 1 - 32.
Lei nº 9.394. Lei de Diretrizes e Bases da Educação Nacional. Publicada no Diário
Oficial da União, de 23 de dezembro de 1996. Brasil.
Cabral, A. (2014). Notas para uma discussão contextualizada sobre o Projeto Político-
Pedagógico. Natal/RN: EDUFRN.
Campos, E. de S; Mota, M. L. de B. (2014). Reflexões sobre o processo de gestão
participativa. Natal/RN: EDUFRN.
Gadotti, M. (2016). Perspectivas atuais da educação. Porto Alegre: Artes Médicas Sul.
(2018). Autonomia da escola: princípios e propostas. São Paulo: Cortez.
Lobo, T. (1990). Descentralização: conceitos, princípios, prática governamental. São
Paulo: C&P.
Lüdke, M.; Andrè, M. (1986). Pesquisa em educação abordagens qualitativas. São Paulo:
EPU.
Pimenta, S. G. (2012). De professores, pesquisa e didática. Campinas:Papirus.
Silva, J. M. da. (2018). Autonomia da escola pública: a re-humanização da escola. Campinas:
Papirus.
Vasconcellos, C. S. (2015). Planejamento: Projeto de Ensino-Aprendizagem e Projeto
Político Pedagógico. São Paulo: Libertad.
(2017). Projeto Político-Pedagógico da escola: Uma construção coletiva.
Campinas/SP: Papirus.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
