This study presents the results of research on teacher participation in developing the Political-Pedagogical Project (PPP) and democratic management in a public school in Manaus. It explores the political and pedagogical foundations of democratic education management in Brazil, teacher participation methods in developing the school's PPP, and the role of school administration in articulating the project. The theoretical framework relies on Lüke (2007), Libâneo (2004), Veiga (1991), Paro (2003), Freire (1996, 1998), Freitas (2002), the 1988 Federal Constitution, the National Education Guidelines and Bases Law No. 9.304/1996, the 2014 National Education Plan, and Amazonas State Education Plan (2015). This qualitative research employed semi structured interviews with teachers and school administrators. Results indicate the school does not strictly follow democratic management models, and its PPP is outdated, lacking scheduled revisions in school planning.
|
