RESEARCH PRACTICE IN SCHOOLS: THE STUDY OF THE POLITICAL-PEDAGOGICAL PROJECT AS FORMATIVE MEDIATION

Abstract

This article analyzes school practices and daily life, referencing the principles of the Political-Pedagogical Project (PPP) of a public school in the city of Vitória da Conquista, Bahia. The described experience integrated theoretical reading, document analysis, interviews with the school community, and the collective sharing of data generated by students from the Geography Teacher Education program at the State University of Southwestern Bahia (UESB). It highlights the investigation of educational practices, the integration of Geography into pedagogical projects, observation of the school environment, and dialogue with the administration, teachers, staff, and students. Geography teacher training requires critical engagement with the school as a social, historical, political, and cultural space, where practices, forms of knowledge, memories, and contradictions are identified. The methodology is qualitative, based on study activities, observation, analysis of the Political-Pedagogical Project (PPP), interviews with Interviews with the school community, and data systematization into a report and potential pedagogical intervention proposals. Investigating the PPP and educational practices broadened the student teachers' understanding of school organization, the role of Geography in pedagogical projects, and principles such as equality, quality, freedom, democratic management, and the valuing of the teaching profession, as well as the need to collectively develop contextualized educational actions. The pedagogical practice committed to promoting citizenship, combined with reflection on the school reality, fosters the development of teacher-researchers capable of understanding the school beyond its normative dimension.