Projeto Político-Pedagógico: instrumento de mediação para a formação de uma racionalidade crítica

Abstract

The advance of science and technology has caused rapid transformations in recent decades, enabling extensive changes in the area of work and in the way society is organization, and, consequently, also in education. Despite these changes, the intention of the Enlightenment movement to free the human reason of fear and myth of the so-called Middle Ages, through the development of the sciences, eventually failed, because the Enlightenment and enlightening reason has now become an instrumental reason causing the loss of the criticality of reason, succumbing to the dictates of the technological device. In this sense, instrumental reason also impacted educational procedures, since education has become a fragmented and decontextualized process, by disseminating ideas that guarantee the maintenance of the social order by the adhering of individual consciences to the pseudotruths propagated by the technological device. In view of this situation, the need for critical training is urgently needed to enable the individual to see beyond what is put. School education, through the process of democratization of teaching, has sought to make this process feasible in several ways, one of which is giving autonomy for the school to build its Political-Pedagogical Project. Through the construction of this document, collectively, it can be an instrument of mediation for this critical formation, thus contributing to the clarification, autonomy of thought and, consequently, to a critical and reflective participation of school members in the democratization of teaching, because the Political-Pedagogical Project reflects the identity of the school, its purpose, its specificities , its pedagogical proposal and education policy. Consequently, its construction must be collective and participatory, reinforcing the autonomy of thought and dialogue. In this context, the research in question aims to analyze whether the Political-Pedagogical Project can be a mediating instrument for the formation of critical rationality in a one-dimensional society. This is a qualitative research, of an eminently theoretical nature, based on works by the German philosopher Herbert Marcuse, highlighting his positions on one-dimensional society, technological rationality and critical rationality. Nevertheless we will also take the theoretical support of other thinkers, such as: Adorno (1995, 1985), Kant (1974), Luck (2013, 2014, 2007), Veiga (1998, 2004), Mészáros (2008), among others. In our results, we could verify that the reflection on the democratization process of teaching in a one-dimensional society, contextualizing it from the Brazilian historical reality, leads us to understand that this process depends on several factors, including the use of the Political-Pedagogical Project as an instrument that, from a process of collective construction, will be able to enable the democratization of education and the formation of critical rationality. Based on these considerations, we conclude that the Political-Pedagogical Project is a document that must be in a constant process of construction and updating in order to achieve a more democratic school education, thus contributing to the formation of a critical rationality and, consequently, to a qualitatively better and more democratic society.