Resumo

CAMARGO, Francielle  e  FLACH, Simone de Fátima. Relations between Autonomy and Political-Pedagogic Project of Public Schools. Educ. Teoria Prática [online]. 2015, vol.25, n.48, pp.54-66. ISSN 1981-8106.  https://doi.org/10.2015/jan.abr.v25n48.005.

Derived from broader research, this paper discuss the development of autonomous public schools through the political-pedagogic project. From the analysis of data collected in qualitative research, the text presents as they occur and are predicted interactions between school and community in the social, government and its implications for the organization of the political-pedagogic project of public schools and its relationship to the development of autonomy. The analyzes indicate that for the pedagogical work and school meet the educational needs of the community must be based on a political-pedagogic project socially referenced. And also that the development of school autonomy through political-pedagogic project is located in contradictory space where advances and retreats are present and are needed. In addition to these questions it is concluded that there is still, in the educational environment, much difficulty in understanding how the political-pedagogic project can assist in achieving a democratic school and autonomous.

Palavras-chave : School Autonomy; Political-pedagogic Project; Institutional development.

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