A participação docente no planejamento pedagógico da educação infantil: estudo de caso de uma escola municipal em Ubá – Minas Gerais

Abstract

This dissertation was developed within the scope of the Professional Master's Program in Education Management and Evaluation (PPGP) at the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). It focuses on analyzing the pedagogical planning dynamics in Early Childhood Education at a rural municipal school in Ubá/MG. The central issue addressed is the teacher's autonomy in the planning process, given that, in the municipal education system of Ubá, the pedagogical planning for Early Childhood Education is designed by a team from the Municipal Department of Education (SME) and forwarded to schools for implementation by teachers. The general objective of this study is to investigate how pedagogical planning is carried out in Early Childhood Education at Escola Nova Aurora (ENA). The specific objectives include: describing the planning process at both the SME and the school levels; analyzing the planning system to understand teacher participation; and proposing actions that enhance the autonomy of Early Childhood Education teachers at ENA in developing educational activities. The methodology comprised documentary analysis on the historical conception and legal frameworks of Early Childhood Education, alongside theoretical discussions on pedagogical planning, child protagonism, and teacher autonomy. The theoretical foundation includes the National Curriculum Guidelines for Early Childhood Education (DCNEI, 2009), the National Common Curricular Base (BNCC, 2017), and works by Kulmann Jr. (2000), Zanetti (2015), Ostetto (2000), Borba (2007), Oliveira (2011), and Oliveira, Maranhão & Abbud (2019). The empirical investigation involved a focus group with Early Childhood Education teachers at ENA and interviews with the school supervisor and a coordinator from the SME planning team. The findings reveal that the centralized planning model adopted by the SME significantly limits teacher autonomy, restricting their ability to adapt activities to the needs of their students and compromising learning quality. Furthermore, the standardized planning model reduces children’s protagonism — a key principle of Early Childhood Education as outlined in national educational policy documents.