Abstract
This study aims to analyze, from the dialogical perspective, the social voices that cross the political pedagogical project of a school. The objective of this study is the production of a dialogical reading about the political pedagogical project of "School X", in order to find the answers related to the expectations generated by the school in relation to its pedagogical action from two perspectives: the strategic and the empowering. The theoretical basis of this study includes the theoretical category of heteroglossia, developed by Bakhtin (2011) and Volochínov (2009), and the dimensions covering the political pedagogical project in two conceptions analyzed by Veiga (2001). The research counted on descriptive and bibliographical methods and on qualitative procedures, proposing a dialogical reading about the political pedagogical project. The study of heteroglossia offers a glimpse of ideological factors that influence discourse, hence; it is possible to identify voices outside the community that aim to bring into that socio-historical space ways to operate on the human and pedagogical doings that are not inherent in that social place.
Keywords:
heteroglossia; political pedagogical project; dialogical reading; discursive genders