Planejamento Escolar: Contribuições para a Ressignificação da Prática Docente e do Processo de Ensino - Aprendizagem.

Abstract

This study aims to make considerations about the planning in the school reality, from previous assumptions to educational aspects that make up the educational scene today, in order to produce change in the teaching practice. Therefore, the research aimed to understand the importance of school planning in the construction of knowledge as well as their identification as a pedagogical resource capable of contributing to the redefinition of educational action. To this end, a literature survey was conducted from the theoretical contributions of authors like Brandão (1989); Goncalves (2001); Menegolla and St. Anna (2001); Moretto (2007); Padilla (2006), Vasconcellos (2000), among others. Then, a field research was conducted with 05 (five) teachers in the early years of primary school, two public schools, Cities of Cajazeiras and Cachoeira dos Indios, in the state of Paraiba. In seeking to understand the school planning in the current situation, the interviewed teachers answered the guiding questions related to the theme of education at the present time, the school's social function, learning process at school, concepts and types of planning, need for planning, reframing planning, importance of planning and contributions to the teaching practice and the teaching and learning process. The results showed that the reality of education today presents numerous challenges to overcome in teaching learning process experienced in school. In this educational setting, planning, what should be a resource used in favor of the work of the teacher and the teaching staff, in most cases, is set as a control mechanism of the teacher's work, that is, an activity that the teacher performs only to accomplish tasks without taking into account the necessary motivation that should exist in view of ensuring the participation of teachers in pedagogical meetings and implementation of the school's educational project. This situation points to the need to rethink the plan as a pedagogical resource that can be used by the teacher to reframe the teaching practice and the teaching-learning process experienced in schools.