Abstract
This study aims to present and to analyze the development process of a political-pedagogical project according to an emancipatory perspective, based on partnership between a School Psychology service and an Elementary Public School. 10 teachers and management team participated of this study. The procedures used included observations, field notes from a research diary and documental analysis, according a model of participatory research. The results showed that: the school has established a continuous evaluation of their political-pedagogical project; some difficulties were observedduring the execution of this project, and different ways of the teachers' participation (immobilization, critical opinions and actions) concerning the problems were observed. The psychologist's practice was to develop the teachers' awareness about the oppressive conditions, but the group did not recognize their political potential to change the reality.
Keywords:
School Psychology; political-pedagogical project; faculty; elementary education