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This paper aims to understand the analysis of the Political Pedagogical Project (PPP) as an instrument of reflection on the school as a community. The PPP is not conceived of in the strict sense of the formalization of the didactic work, but in a broader sense. That is, the PPP is constituted by concepts and meanings, by experiences permeated by symbolic values that influence the teaching practices, the articulation of the school unity, the relation between school and society, and teacherstudent relations. The data under analysis consists of the narration of teacher education-related experiences in a city in the state of Ceará. Preliminary results show that teachers found it difficult to understand the PPP (or resisted understanding it) as a proposal of formation and transformation of the school unity that plays an important role in the construction of the identity of the institution.

A ANÁLISE DO PROJETO POLÍTICO PEDAGÓGICO COMO INSTRUMENTO DE REFLEXÃO DA ESCOLA COMO COMUNIDADE EM CURSOS DE FORMAÇÃO DE PROFESSORES