THE PREPARATION OF THE PEDAGOGICAL PROJECT, UNDERSTOOD AS THE RESPECTIVE SYSTEMATICS OF THE PEDAGOGICAL WORK OF THE SCHOOL, AND ITS PARTNERS

 DOI: 10.5281/zenodo.15078526

 

Kátia Silva dos Santos

Elementary School Teacher in the early years, Inclusive Education

PhD in Education: Curriculum (PUC/SP), vslima@unifesp.br

 

Valéria Sperduti Lima

University Professor (Unifesp/SP), Education. Master's student in Inclusive Education (PROFEI/Unifesp) E-mail: katia.santos16@unifesp.br

ABSTRACT

The Pedagogical Project (PP) of the school is an essential instrument for directing and articulating educational actions, ensuring coherence in pedagogical work. More than a normative document, it guides school practices in an integrated manner, aligning them with the socio-historical context and reflecting the institution's values and objectives. Its construction must be participatory, involving educators, students, and other members of the school community, ensuring clear and collective political, social, cultural, and pedagogical guidelines. One of the central roles of the PP is to promote inclusive education, establishing strategies that value diversity and contribute to overcoming learning barriers. Inclusion goes beyond curriculum adaptation, encompassing the construction of a welcoming and equitable environment that respects differences and enables active student participation. The research conducted at Escola MDA, with semi-structured interviews with educational managers, highlighted the importance of the PP in organizing school practices. However, challenges were identified regarding the awareness and involvement of the school community in the effective use of this document. Although recognized as an essential guide, the PP is not widely appropriated by teachers, students, and the school community, which limits its practical application. To address this issue, the research pointed out ways to strengthen the engagement of the school community, highlighting the need for greater awareness about the importance of the PP. Actions such as periodic meetings, continuous training, and dialogue spaces can make the document more present in everyday school life. Furthermore, the use of participatory evaluations in its review can broaden the involvement of everyone, ensuring that the PP is a dynamic element aligned with the real needs of the school. It is concluded that the effectiveness of the Pedagogical Project depends on the articulation between different educational agents, promoting a space of collective learning and commitment to inclusion and the quality of education.

Keywords: Pedagogical Project, Collective Participation, School Inclusion, Participatory Evaluation.