Abstract
This study aims to analyze the theoretical assumptions, curriculum, and organization of municipal education in Capistrano, Ceará, Brazil, seeking to identify the purposes of municipal education and understand how the curriculum is organized. This is a documentary and descriptive-exploratory study based on the analysis of documents that guide municipal education, the Political-Pedagogical Projects (PPPs) of educational institutions, and the database of the Municipal Department of Education. Data collection took place in the second semester of 2023, and fourteen PPPs were analyzed, considering the organization of the educational network, curricular structure, learning theories, pedagogical trends, and authors present in the theoretical and pedagogical foundations. The results show that the municipal education network has a formally structured curriculum across different educational stages. In the PPPs, sociointeractionism was the most recurrent reference, identified in ten documents, while Vygotsky was the most frequently cited author, appearing in twelve PPPs. Different levels of explicitness regarding pedagogical foundations were also identified in the documents. It is concluded that the analysis makes it possible to understand the curricular organization and the foundations recorded by the institutions, but does not allow conclusions about how these conceptions are manifested in everyday pedagogical practices.