SOUZA, A. A. B.; http://lattes.cnpq.br/7355042236140095; SOUZA, Alisson Avelino Batista de.
Résumé:
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.