Made available in DSpace on 2014-12-17T14:35:50Z (GMT). No. of bitstreams: 1 ClaudiaSRSR.pdf: 3854621 bytes, checksum: ee658ff597e1b92db291c54dde771957 (MD5) Previous issue date: 2008-04-28 / The purpose of this study is to understand what are the matrix elements in which everyday activities of social author/authors, actor/actors and actress/actresses are embedded, in order to carry out the Escola da Ponte s political and pedagogic process (PPP). Thus, the object of this study is to reflect on an experience developed in a public school supported by the Portuguese State within the scenario of institutions that are committed to building up a school of the people by investing in democratization and community participation in their management process. The methodological course of action was targeted at the presuppositions of qualitative research (WOODS, 1999; BURGESS, 1997; MILLS, 1982; OLIVEIRA, 1998; BOGDAN and BIKLEN, 1994; MACEDO, 2000; CASAL, 1996; GEERTZ, 2000), with data collected from random word association (MACHADO and CARVALHO, 2003), the discourse of the interviewed (KAUFMANN, 1996; SILVA, 2006; 2002), observation notes and documents (ELIAS, 1997). Based on a multiple reference and theoretical framework, the investigation revealed elements that are construed as the raw material and pillars supporting the bridge of a school of the people, as well as the self-organization of the school community which emerges as a dimension that binds together all the elements and brings new arrangements into the school dynamics by moving from the individual to the society (DUPUY, 1990). Along this line, the central argument is that in the short and long run the public school quality does not spring from macro educational policies, nor from ephemeral mass-production programs, projects or governmental policies, but from the intent of the professionals working there in becoming authors and characters in the process of building up and carrying out the PPP. The Project has been conceived in the light of the needs and intentionality of the community whose support comes from the participation and social control held by the students families and the community s power to force to action public administration central agencies aiming at having the State fulfill its responsibilities / O presente estudo tem por objetivo compreender quais sejam os elementos matriciais que permeiam a pr?tica cotidiana dos (as) autores (as), atores e atrizes sociais, para a efetiva??o do projeto pol?tico-pedag?gico (PPP) da Escola da Ponte. Constitui-se, portanto, em objeto deste estudo, uma reflex?o sobre a experi?ncia desenvolvida numa escola p?blica, mantida pelo Estado portugu?s, inscrita no cen?rio das institui??es que assumem o compromisso com a constru??o de uma escola de todos (as), pelo investimento na democratiza??o e participa??o da comunidade em seus processos de gest?o. O percurso metodol?gico foi norteado pelos pressupostos da pesquisa qualitativa (WOODS, 1999; BURGESS, 1997; MILLS, 1982; OLIVEIRA, 1998; BOGDAN e BIKLEN, 1994; MACEDO, 2000; CASAL, 1996; GEERTZ, 2000), com dados produzidos a partir da t?cnica da associa??o livre de palavras (MACHADO e CARVALHO, 2003), das falas dos (as) entrevistados (as) (KAUFMANN, 1996; SILVA, 2006; 2002), notas de observa??es e documentos (ELIAS, 1997). Ancorada por um quadro te?rico multireferencial, a investiga??o apontou elementos considerados mat?ria-prima e pilares da ponte para a escola de todos (as), bem como a auto-organiza??o da comunidade escolar que surge como dimens?o que liga todos os elementos, imprimindo novas ordena??es na din?mica escolar a partir do movimento entre o individual e o social (DUPUY, 1990). Nesta linha, o argumento central ? de que, a curto e m?dio prazo, a qualidade da escola p?blica n?o ? tribut?ria de pol?ticas educacionais macros, tampouco de massificados e ef?meros programas, projetos ou pol?tica de governo, mas sim da decis?o dos (as) profissionais que nela trabalham de tornarem-se autores (as) e protagonistas, no processo de constru??o e implementa??o do PPP. Projeto concebido ? luz das necessidades e intencionalidades da comunidade e cuja defesa passa, sobretudo, pela participa??o e controle social das fam?lias dos (as) estudantes e pelo poder de press?o que a comunidade possa exercer junto aos ?rg?os centrais da gest?o p?blica, no sentido de fazer com que o Estado cumpra com as suas responsabilidades