O planejamento docente em duas escolas da coordenadoria regional de desenvolvimento da educação 17 - Icó

Abstract

The teacher’s planning is an important action to his/her work, considering it is the pedagogical action guiding tool in the classroom. The public schools from Ceará provide 13 hours for the teachers develop their planning. This time is designed both for simple actions that make up the bureaucratic part of the pedagogical action and for training in teacher service. This management case investigated the development of the educational planning within the pedagogical work hours, in order to identify the ways of organization, conduction and preparation in two schools inserted in relatively similar contexts of the public school system, under the jurisdiction of Crede 17 (17th Regional Coordination for Educational Development) from Icó (a city located in Ceará state, in Brazil), in order to improve them with the proposal of an Educational Action Plan. The research focused on identifying the design and the practice of teachers and managers on the teaching planning as well as its structure and organization in schools. In order to articulate to the survey data, we use the theoretical discussions by the authors Fusari (1990), Lück (2009) and Vasconcellos (1995), who make considerations about the theme. For its development we use qualitative research. As research tools, we noted the two schools, applied questionnaires on the teachers, and conducted interviews with managers and area coordinators teachers. The research has shown that in the Green School, although the teachers recognize the importance of the teaching planning, this situation is not always consistent with the practice. In addition, we found technical limitations on managers’ work when it comes to offering formative moments to teachers, which weakens the action. The Blue School, in turn, has a greater organizational and collaboration capacity concerning the teachers, getting a good involvement of them. However, we still realized with the data analysis that there are points to be strengthened in school with respect to this action. Moreover, the survey results showed different forms of development in each of the schools, which highlighted the need for improvement and a better use of the time for planning activity. Considering the results, we proposed a set of actions aimed at optimizing the use of time, qualifying the action and creating opportunities for in-service training of teachers, as well as a schedule for the start of the actions. Such actions are aimed at improving the practice of teachers’ planning, which is an important activity in the pedagogical practice, since it provides the teacher an opportunity to develop a better work, which makes difference in the teaching-learning process.