O projeto político pedagógico nas escolas públicas estaduais do Espírito Santo no contexto do gerencialismo na gestão educacional (2015-2023)
Bibliographic record
Abstract
This study aims to understand the educational policies implemented in the State of Espírito Santo that have been consolidated in state schools and have influenced the function and implementation of the Political Pedagogical Project (PPP) since 2015. The research is being developed within the scope of the Postgraduate Program in Professional Education at the Federal University of Espírito Santo, linked to the line of research "Teaching and Management of Educational Processes". The main proposal is to analyze the role of the Political Pedagogical Project in state public schools, highlighting how democratic management is configured as a guiding principle for discussions in these institutions. To achieve this purpose, the study presents the educational policies that guide pedagogical work in the state network, in addition to analyzing the educational perspective adopted by the Department of Education, through legislation and documents issued since 2015. The work also addresses, based on documents, the influence of a managerial educational policy that began to reorganize education in the state. To support the analysis, a study of the PPP of eleven state schools will be conducted, with the aim of preparing training material that investigates how these documents have been prepared. The methodology adopted is content analysis, according to Bardin (2016), associated with the review and study of Pedagogical Political Projects. The study is qualitative and bibliographic in nature, seeking to understand how the PPP is presented in schools, based on the concept that an educational project cannot be built without a clear political direction (Gadotti, 2000). This research also has a documentary nature, with the aim of investigating the bases on which discussions about the PPP and the implementation of democratic management are structured or omitted. The theoretical framework dialogues with authors such as Gadotti (2000, 2013), Cury (2005, 2007), in the discussion of the right to education; Paro (2010a, 2010b, 2011), who addresses the process of building democratic management; and authors who analyze the influence of the private sector on public education, Dardot and Laval (2016). The analyses will result in the preparation of training material that will address the right to education and active participation in the construction and implementation of the PPP. This material will aim to support discussions with the entire school community, in addition to examining the regulations produced by the State Department of Education and the process of community co-accountability. It is expected that the results of this research will enable the school community to become aware that quality education is a right for everyone and that, through participatory processes, it is possible to build a more just, inclusive and democratic school
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".