This article aims to understand the importance of the Political-pedagogical Project in the
organization of pedagogical practices. The methodological procedures adopted in this study
were carried out through exploratory research and bibliographic research was used to treat the
object, in a qualitative approach. The main authors used in this study are: Veiga (2014; 2015);
Saviani (2013); Farias (2009), among others. In summary, the result achieved places the
Political-Pedagogical Project as a guiding axis for the pedagogical work of teachers and school
staff, in accordance with legal guidelines. Therefore, we can see the importance of the
participation of everyone who makes up the teaching unit, through collective action, to
participate in the elaboration, organization and planning of the Political-Pedagogical Project.
Through this study it was possible to understand the characteristics of the PPP from a strategicbusiness point of view and from an emancipatory point of view. From a strategic-business
perspective, the PPP is focused on economic interests, encouraging productivity, exclusion and
fragmentation of the teaching-learning process and the division of pedagogical labor. From an
emancipatory perspective, pedagogical work is differentiated by the following characteristics:
action-reflection, organization, planning and encouraging collective participation.
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