Sequência didática interativa na escola: relato de experiência com professores e gestores de uma escola pública em Maceió/AL

Abstract

This article presents an account of an experience developed during a supervised internship in school management and pedagogical coordination at a public school in Maceió, Alagoas. It focuses on the Interactive Didactic Sequence (IDS) as a promising methodology for strengthening democratic management in public schools—a methodological strategy that contributed to the reformulation of the institution's Political-Pedagogical Project (PPP). The article discusses the internship model adopted, the concept of democratic management in Brazilian public schools, the PPP as a tool for strengthening internal school democracy, and the IDS as a promising strategy for democratizing participation and fostering dialogue among participants. The overall objective of the experience was to identify the contributions, possibilities, and limitations of the IDS as a pedagogical strategy for reformulating the public school's Political-Pedagogical Project. Furthermore, a specific objective was to analyze its contribution to strengthening democratic management by fostering the participation of stakeholders in the PPP reformulation process. The results highlight the IDS as a significant and relevant methodological strategy; by its very nature and structure, it prioritizes dialogic, interactive, and participatory dimensions in the construction and systematization of key concepts such as dialogicity, complexity, and active participation. These aspects contribute to strengthening participation—not merely as rhetoric, but as an effectively democratic practice by stakeholders during the reformulation of the public schools Political-Pedagogical Project—while also revealing limitations that became apparent throughout the intervention.