Planejando o amanhã: a importância do planejamento pedagógico e os desafios na realidade de uma escola municipal em Ubá/MG

Abstract

This dissertation is developed within the scope of the Professional Master's Program in Education Management and Evaluation (PPGP) at the Center for Public Policies and Educational Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). The case study examines the development of pedagogical planning at the Municipal School Coronel Camilo Soares and aims to answer the question: "How can the management of the Municipal School Coronel Camilo Soares act to improve both individual and collective planning among the pedagogical team, thereby contributing to enhancing teachers’ work?" The overall objective of this study is to analyze the challenges the school faces in implementing effective pedagogical planning procedures and propose solutions to address the identified issues. Specifically, this research seeks to: i) describe the problems the Municipal School Coronel Camilo Soares faces regarding pedagogical planning; ii) analyze the difficulties encountered by school management in facilitating individual and collective planning sessions for teachers at the institution; and iii) propose actions to support the organization of pedagogical planning sessions at the school. This qualitative research was conducted through questionnaires and semi-structured interviews with teachers and the school principal. An analysis of legislation related to teachers’ working hours and work organization highlights the importance of compliance with regulations to ensure better working conditions for teachers and, consequently, improve the quality of education. Additionally, the research gathered teachers' perspectives on planning and professional recognition, identifying the lack of dedicated planning time as a widespread issue. The theoretical framework of this study includes analyses by researchers on pedagogical planning, such as Vasconcellos (2014) and Menegolla & Sant'Anna (2014), who define the purpose and organization of pedagogical planning. Moreover, contributions from other authors support the theoretical foundation of this study, providing insights into the difficulties faced and guiding the development of actions aimed at improving pedagogical planning within the institution. The proposed actions in the Educational Action Plan are divided into internal and external measures. Internal actions are those that can be implemented within the school’s framework and only require internal reorganization. External actions, organized into three phases, require the involvement of the municipal administration, as they cannot be implemented solely by the school. The action plan includes continuous monitoring of initiatives, allowing for adjustments according to the needs of the school and its community. The active participation of teachers is crucial, not only to amplify their voice but also to ensure that the actions meet the genuine demands of school practice. Finally, implementing these actions requires broader support from the Municipal Department of Education (SME) and the City Hall, as long-lasting changes necessitate financial investment and institutional commitment.