Programa Alfabetiza Cajazeiras e Planejamento: impactos na ação docente.

Abstract

This research provides debates that emphasize the importance of teacher planning in the development of meaningful learning for both educators and students, as well as for the development of intentional, reflective, and conscious pedagogical practices. Therefore, considering the relevance of teacher planning, this study aimed to analyze whether the Alfabetiza Cajazeiras Program (2021) has an impact on the teacher planning of the Initial Years of Elementary Education. It is important to note that this educational program is implemented in municipal schools in Cajazeiras, PB, through the Educar pra Valer (EpV) program, funded by the Lemann Foundation since 2021. To guide the study, we formulated the following research question: Does the Alfabetiza Cajazeiras Program indicate impacts on teacher planning in the Initial Years of Elementary Education? Thus, we established the following specific objectives: to historicize teacher planning; to present the principles and objectives of the Alfabetiza Cajazeiras Program (PAC); and to identify how teachers in the Initial Years of Elementary Education conceptualize and perceive teacher planning. To achieve these objectives, we used writings from authors discussing teacher planning, regulation, and performance in education, as well as an examination of current legislation. Regarding the adopted methodology, we chose exploratory qualitative research, conducted through semi- structured interviews containing ten questions, with the participation of three teachers from a municipal school in the city of Cajazeiras, PB. Data analysis was carried out through thematic content analysis following Bardin's (2016) approach. Our findings indicate that teachers recognize that planning is a fundamental tool for constructing lessons and that teaching without it would be impossible. Furthermore, we conclude that the PAC has impacted teacher planning, as we observed that teachers were relegated to a subordinate role, with a partial denial of their moments of reflection and critical thinking. We also understand that teachers were limited in the process, becoming mere executors of ideas and actions conceived by individuals who work in offices and do not have a direct view of the reality experienced by them.