The theme of the school autonomy has been put in the agenda, more intensively, by the thinkers and researchers of the Brazilian education since the legal and normative mechanisms of the Brazilian educational reform of 1996 - through the Law n. 9394/96, which establishes the Directions and Bases of the National Education - have opened possibilities and expectations to changes. Motivated by these new perspectives, the present study inquires how some schools of the Rio de Janeiro City are composing their Pedagogical Political Projects, a instrument of planning which tend to facilitate the conquest of that autonomy in the scholar management. After visiting 9 schools and making interviews with 30 teachers, besides many students, parents and school servants, the author of this work has detected that that process of autonomy still walks in slow steps. As a fruit of the analysis of the interviews, it has emerged that many legal standards of the educational system in vigor make difficult to produce some necessary conditions for the school community agents motivate themselves to accomplish their own Pedagogical Political Projects. This investigation concludes that is necessary to review and adjust some aspects of the same public school present autonomy, through some substantial changes, with the purpose that its authors can have conditions to adapt themselves to the new realities brought by the majority of its students.
The school autonomy; Pedagogical Political Projects; Motivation; Legal standards of the educational system
