Planejamento de ensino: percepções e práticas de professores dos anos finais do ensino fundamental

Abstract

This dissertation deals with Teaching Planning: perceptions and practices of teachers in the final years of elementary school. It was developed and constructed in a public institution offering regular education and extended to the agency for innovation, entrepreneurship, research, postgraduate studies, and internationalization at the Imperatriz Science Center, postgraduate program in education and educational practices at the Federal University of Maranhão (UFMA) as our object of study. In this regard, we aim to analyze the pedagogical perceptions adopted by teachers about Teaching Planning and the implications of these perceptions on the teaching and learning process. In this regard, we aim, in this study, to analyze the perceptions adopted by teachers about Teaching Planning and the implications of these perceptions on the teaching and learning process. To this end, we used Vigotski's Historical-Cultural Theory as a theoretical basis, starting from the assumption that Teaching Planning as a deliberate, intermediate, and transformative human activity is essential to promote humanization through education. Methodologically, the study was developed using a qualitative approach that allowed us to combine different data collection techniques, such as systematic observation, document analysis (political-pedagogical projects and teaching plans), and structured interviews, which brought to this research the perceptions of Teaching Planning of the four participating teachers. The data analysis we developed refers to Leontiev's Activity Theory and dialectical assumptions that support the theory/practice relationship. We determined that, for the most part, the pedagogical perceptions that guide Teaching Planning are hybrid. We identified a bureaucratic-utilitarian view, in which planning is a formal requirement, and an eclectic view, which uncritically mixes aspects of the historical-cultural view and technical perspectives based on the BNCC and DCTMA. From its position, the pedagogical discourse of this school, rooted in a critical-social perspective, becomes irrelevant to teachers, leading to a split between the practice of theory and actual practices. These perceptions have serious implications, as an instrumental and bureaucratic logic permeates all areas of planning, emptying it of its formative mode, making it nothing more than the latest bureaucratic role, and thus weakening the mediation of scientific knowledge. This isolation compromises educational intentionality and contributes to the alienation of teaching activity, as the teacher becomes an implementer of the curriculum and the student becomes the recipient of information. As Learning Material, a Pedagogical Manual was produced to rethink Teaching Planning as an instrument for mediating the relationship between individuals, being an intentional and reflective practice, expressing theory and practice in light of Historical Cultural Theory. The content seeks to promote continuing education for teachers and facilitate critical, intentional, and emancipatory practice. It is suggested that Teaching Planning should be recognized as a central axis of teaching practice and a tool for social change. Reframing it means overcoming this alienation from school work and recognizing the humanizing role of schools, dedicated to the comprehensive training of individuals and the democratization of knowledge.