Resumen:
The institutional documents, especially the Political Pedagogical Project, reveal options, give foundation to values and propose essential learnings that the students are to learn in a certain confessional school. Does this learning take place? If yes, in what way? If not, what impedes the development of these processes? The genearl goal of this research is to investigate the strategies of management of the teaching and learning process related to its efficaciousness. For such, institutional documents were analyzed, a bibliographical deepening about the concepts involved was carried out, and questionnaires were applied throughout three years (2015, 2016, and 2017) in two Marist schools of Rio Grande do Sul, contemplating three publics: students, teachers and managers. The Marist education is strongly marked by legacies left by the founder of institution, Marcelino Champagnat, who began the work in France in 1817. With an attentive and sensitive look at children and youth he proposed a differentitated education, which would propitiate learning of “the things of God and of the sciences”. Marcelino Champagnat’s inspiration promoted among the current Marist schools the understanding of their pedagogical processes as making up a “school in ministry”, with holistic processes involving all the subjects. The holistic and integrating look also is made evident in the theoretical foundation with Lück, Murici and Chaves, Zabala and Arnau and Murad. Through the research carried out, one can identify the relation between what the institutional documents propose and that which the students learn. As to the strategies promoted by teachers and managers, a management of the school culture and the promotion of more experiential dynamics in the classroom which integrally involve the students are made evident.
