O Projeto Político Pedagógico e os Princípios que fundamentam a formação continuada dos Professores de Ciências

Abstract

This work aimed to analyze the Political-Pedagogical Projects (PPP) of three state schools from the municipal district of Carpina/PE, trying to identify aspects related to its construction; the interdisciplinary; the contextualization and the science teachers professional development and how they are understood by some social actors. Twelve social actors participated – three managers, three support educators and six science teachers from initial years of middle school. To collect data interviews with these actors were realized; analyzed the PPP of schools and the political and prescription curricular documents of national and state education. The results point to the necessity of the PPP construction by school community, representing the education conception of this community and been lived by it. So, it is necessary that the social actors of these schools rethink the way they see the PPP and deepen in theoretical and practical discussions about the concepts in which it is based. Also, that the schools contemplate science teacher professional development as an action expected in their PPP.