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Contribution
The purpose of this paper is to reflect on a survey carried out among teachers who coordinate different municipal system schools in the Santos Metro Region (State of São Paulo/Brazil), concerned institutional pedagogical project reconstruction and with their ongoing education. Two problem-issues guided this investigation: What are the pedagogical project's possibilities and challenges for ongoing teacher qualification? And how can this project contribute to quality and sense in the work produced in the school? The core objective is to locate the possibilities and challenges (re)constructing the pedagogical project poses for ongoing teacher qualification. In this perspective, the proposal started from the pedagogical project notion, highlighting the need to search for quality and for the meaning of the work done in the schools. Then, by analyzing this project's meaning to qualify the actors in the schools, the emphasis was placed, on one token, on the principles to organize the pedagogical work and, on the other, on the basic elements that would allow a more dynamic decentralization and management policy to be revitalized in the schools. Among the principles, those that seek to contribute to looking at the whole were indicated, providing meaning (and guidance) to teaching and educational work carried out in the schools and in the classrooms. These include: 1. understanding the factors and conditioning issues that hinder teacher action/reflection; 2. redefining professional identity; and 3. reflecting on the possibilities for change, considering the school as a teacher action/qualification context, teaching as a teacher task, and the curriculum as the teacher's intervention space. Insofar as the basic elements are concerned, emphasis was placed on: 1. redefining the problematic situation that surrounds organizing the pedagogical work; and 2. indicating the different stages involved in constructing a pedagogical project, such as: Diagnosing the situation, the guidelines (fundamentals and conceptions), the action plan, and implementing the actions that were planned. Finally, the possibilities this project has to contribute to overcoming a few of the challenges posed in daily life in the schools and in constructing the teachers' professional identity were outlined.From the methodological viewpoint, through qualification episodes and semi-structured interviews, it was possible to materialize the themes that were experienced to (re)construct the pedagogical project, a strategy/wager for the schools and for the teachers' ongoing qualification.As survey results, aiming at giving new meaning to the pedagogical project, contributing to facing daily life challenges, four axis or cognitive and/or action strategies (Morin, 1999) were set forth: 1. contextual analysis of the school as social practice; 2. a culture of participation and belonging; 3. professional identity construction; 4. the willingness for changes, for a new habitus (Bourdieu, 1996, 1997). 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