Escola cidadã em Uberlândia (MG): trajetória da elaboração do Projeto Político-Pedagógico no período 2001-2004

• Ano de defesa: 2009
• Autor(a) principal: Oliveira, Karen Cheila Sousa Sales
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Educação; Ciências Humanas; UFU
• Palavras-chave em Português: Escola Cidadã; Gestão democrática; Rede municipal de ensino de Uberlândia; Governo Zaire; Política e educação - Uberlândia (MG) 2001-2004; Sistemas de escolas municipais - Uberlândia (MG); Democratização da educação; Projeto Político Pedagógico; Public school (Escola Cidadã); Political-pedagogical project; Democratic management; Govern Zaire; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/13799

The current work, established in the Political Public Educational s field has the aim in describing and analyzing, using a critical language, the historical process construction of the political pedagogical matter s Letter, as the community s scholarship mobilization, to construct and implement in a participative way, the PPP s- Political Pedagogical Projects of every school which is part of the public net education in Uberlândia MG. The mentioned process took part of the city s program and was titled as Citizen School , which were established during the period Zaire Rezende governed the city (2001- 2004). To launch the purpose, a research was made in a quality way; methodologically speaking, the principles of the historical materialism and the documental analysis as also a group of interviewers which had their focus implemented by educators interested in the area, were used. The descriptions and the writing analysis of the interviewers show a complex experience in the government actions which are not always seen by the society and discussed by it, but yes, are deeply set as a fragment. We can say that part of these results were motivated by a lot of interferences, like the political part s interests added to the interest of isolated groups and also to the educators which were searching for a better work and money conditions. These interferences reflected on the day by day of the school as they contribute to the achievement of the PPP s aims and their elaboration by every school, looking also for the democratization of living and the school s evaluation. The interviewers realized the importance lived during the experimental process, as a number of critical views which made the PPP s implantation very difficult after the document s publication. It s possible to conclude that these facts turned out to be a problem for the elaboration and completion of the community s project.