Planejamento escolar: uma relação entre a teoria e a prática

Abstract

The present study sought to analyze the difficulties encountered by teachers in the elaboration and application of the lesson plan, emphasizing the importance of planning for teaching work. The school unit represents an important social role in the training and development of students. In this way, planning became a key factor in the conception of teaching, as well as providing and creating didactic criteria that lead to the learning situations carried out by the educators in the classroom. Different authors have stated that planning is present in the daily lives of people, and that the act of planning is part of human action. That is, it is functional and has succinct and clear goals predicting when and where actions will take place. Starting from this idea, this work sought to show the difference between theory and practice in the daily school planning. He also tried to demonstrate that one depends on the other so that it can be performed with quality. However, many philosophical and pedagogical conceptions need to articulate their routine activities to improve teacher performance. In this context, the experience, the interaction between the peers and the interventions of the educators contribute to the fact that the student develops by participating in different situations, but necessary for their learning. In this context, planning is a central concern of managers and teachers, and can contribute to the process of learning of children by providing indicators on what needs to be modified or improved in order to remedy or minimize the difficulties of the students by re-signifying the teaching and learning process.