Planejamento pedagógico: impactos no trabalho do professor eventual em uma escola pública dos anos iniciais em Minas Gerais

Abstract

This study examined school management practices related to pedagogical planning and the impacts of this organization on the work of temporary substitute teachers in a public state school in Minas Gerais, Brazil. In this context, the research question guiding the dissertation was: what is the role of pedagogical planning in the work of substitute teachers in a public state elementary school in Minas Gerais? The general objective was to understand how pedagogical planning affects the work of temporary substitute teachers in a public state elementary school in Minas Gerais. To achieve this objective, the following specific objectives were established: (i) to describe management practices and the work of temporary substitute teachers, with emphasis on pedagogical planning; (ii) to analyze the space allocated to pedagogical planning within management practices and its implications for the work of temporary substitute teachers; and (iii) to propose an Educational Action Plan focused on pedagogical planning, encompassing the actions of school management and temporary substitute teachers, aiming to maintain successful practices and mitigate identified problems. The discussions were theoretically grounded in concepts of pedagogical planning (Alves; Araújo; 2009; Lück, 2009; 2012; Peres et al., 2024), school management (Lück, 2009; Santos et al., 2021), democratic management (Silva; Terra, 2021; Souza, 2007), and pedagogical management (Jesus Júnior, 2015; Libâneo, 2004). Regarding the methodology, a qualitative approach was adopted, including bibliographic research, document analysis, and field research. As data collection instruments, six semistructured interviews were conducted with the school management team and with temporary substitute teachers. The results indicated weaknesses in the organization of pedagogical planning, especially concerning the participation of temporary substitute teachers, as well as difficulties in accessing planning records and the absence of institutional protocols to deal with substitutions in situations of teacher absenteeism, which directly impacts the continuity of pedagogical work. Based on these findings, the study proposed an Educational Action Plan composed of actions aimed at formalizing the pedagogical roles of temporary substitute teachers and the organization of pedagogical planning, institutionalizing spaces for collective planning, organizing and systematically sharing planning records, and creating an institutional protocol to guide teaching substitutions in unexpected absences, seeking to contribute to the strengthening of pedagogical management and to the continuity of educational actions in the investigated school.