In this text we attempt to deal with the Political-Pedagogical Project (PPP) in its fundamental aspects. We believe that one of the premises for its development is the recognition of the problems that must be faced, and the actual working conditions of educational institutions. In this sense, the debate on the PPP assumes its harmonious relationship with the curriculum, because the sustained planning, in reality, must necessarily generate referrals and content that will be the basis for educational activities. Thus, we analyze some national and international assessments that reveal the current situation of national education, and establish some of the principles and values that we consider to be guiding educational practices. We seek to align these notions with the teaching that is common both in teacher training and in the training for basic education, since we believe that both are intertwined. We emphasize that the guideline on which our analysis is based is the view that that knowledge is the essence of training and teaching.