This tesis analyses the discursive construction of meanings produced around the political-pedagogic projects (PPP) elaborated by the public schools of the Municipality of Duque de Caxias (RJ). The PPP is understood as the fruit of human labour that, acting and reflecting on the world, produces a certain understanding of the relations, facts and objects of reality. As a product of this labour, the PPP constitutes a socialpolitical construction that signifies educational work, making clear its conflicts and aliances. The intention of the study is to delineate the meanings that influence the educational policies of the above mentioned Municipality, observing the dialogism established with broader educational policies, thus amplifying the corpus analysed to other documents produced by the Municipal Educational Secretariate. By analysing the discursive surface of these documents, movements of domination, coertion, contradiction and consensus are detected, given that language is not a simple deposit of dominant ideas (McNally, 1999). Thus, there exists a possibility of elaborating contrahegemonic thought e/ou maintaining the status quo. The theoretical and methodological framework for the analysis is based on the work of Bakhtin, which shows that ideological phenomena materialize more clearly and completely through language (Bakhtin/Voloshinov, 1992). The instruments of analysis - pressuposition, metadiscourse and interdiscursivity - were organised using Fairclough (2001a; 2001b) and Authier-Revuz (2004; 1998) as references, allowing us to elucidade the historicity of the documents, the meanings constructed, their dialogism and their heterogeneous nature. The results show that the PPP constitute themselves in a polysemic form, thus creating a space for collective construction, that is, a discursive practice that defines the collective foundation of the school`s project: as a discursive space, given the relation between discourse and action, and as a concrete text that conditions its administrativepedagogic actions. The predominant meaning of citizenship constructed offers a teleological dimension. Thus, in delineating the meanings of citizenship, the PPP also construct meanings of public schools, education and, consequently, of the subjects that are envolved in their construction. Finally, the hegemonic discourse constructed around the PPP institutes a founding discourse (Orlandi, 2003) capable of delineating a new school.