Projeto político-pedagógico e o engajamento no trabalho docente em uma escola de educação infantil em Belo Horizonte - MG

Abstract

This research aims to analyze the meanings attributed by teachers of a Municipal School of Early Childhood Education in Belo Horizonte, Minas Gerais to the Political-Pedagogical Project and its relationship with engagement in teaching work. Work engagement is understood as a positive state of mind, characterized by workers' satisfaction in performing and performing certain tasks. Teaching work, in turn, is one of the keys to understanding the current transformations of labor societies. The methodology used was the qualitative approach that involved the bibliographic research, questionnaires application and the collective interview with the focus group technique. The content of the interviews and focus group were subjected to content analysis. The subjects of the research were the 26 teachers for kindergarten of the researched school. The results of this research point to the existence of the correlation between the engagement in the teaching work and the Political-Pedagogical Project, regarding the importance of the collective construction of the school project. The results also revealed that the collective and participative construction of the Political-Pedagogical Project is what engenders meaning to the work done, culminating in the construction of the teaching identity. In compliance with the proposal of the Specialization Course in Training of Educators for Basic Education of the Faculty of Education of the Federal University of Minas Gerais, regarding the elaboration of an action plan related to the research object, the teaching team together with the School management team Municipal Council of Early Childhood Education, began the construction of the Political-Pedagogical Project, following the principles of democratic management, with the active participation of the entire school community.