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Advisor(s)
Abstract(s)
Analisamos o planejamento escolar como método das práxis pedagógica numa escola de ensino fundamental no Município de Santa Luzia-Maranhão. Realizámos, pesquisa de campo com os profissionais da rede municipal de ensino, gestores e professores envolvidos no processo de construção do planejamento escolar para conhecer as diferentes concepções de planejamento, desde o Projeto Político-Pedagógico até o Planejamento de Aula. Para tanto, localizamos o planejamento no contexto da política educativa pós LDB nº. 9.394/96 por meio da análise das diretrizes emanadas da Secretaria de Educação Municipal. Apresentamos dados que possibilitam compreender como esse planejamento se desenvolve nas escolas, a partir dos relatos dos sujeitos entrevistados. Ao final, são apresentadas nossas conclusões a luz dos objetivos levantados. Os resultados deste estudo revelam que, no âmbito das políticas educacionais, predominam aquelas concepções de planejamento de caráter normativo e prescritivo. Evidenciamos o caráter funcional e operativo de participação que essas abordagens carregam nas práticas cotidianas das escolas da rede municipal, principalmente no que se refere à desarticulação entre planejamento e práxis pedagógica na escola de ensino fundamental.
We have reviewed the school planning as a method of pedagogical practice in elementary school in the municipality of Santa Luzia, Maranhão. We conducted field research with professionals in the municipal schools, managers and teachers involved in school planning construction process to meet the different conceptions of planning, from the Pedagogical Political Project to the Lesson Planning. Therefore, we located the planning in the context of post LDB 9394/96 neoliberal policies through the analysis of the guidelines issued by the Municipal Department of Education. We presented data that make it possible to understand how this planning is developed in schools, from the interviewees reports. At the end, we present our conclusions light of the raised objectives. The results of this study show that in the context of educational policies, predominate those conceptions of normative and prescriptive planning. We showed the functional and operative nature of participation that these approaches carry in daily practices of municipal schools, especially as regards the disconnection between planning and pedagogical practice in elementary school
We have reviewed the school planning as a method of pedagogical practice in elementary school in the municipality of Santa Luzia, Maranhão. We conducted field research with professionals in the municipal schools, managers and teachers involved in school planning construction process to meet the different conceptions of planning, from the Pedagogical Political Project to the Lesson Planning. Therefore, we located the planning in the context of post LDB 9394/96 neoliberal policies through the analysis of the guidelines issued by the Municipal Department of Education. We presented data that make it possible to understand how this planning is developed in schools, from the interviewees reports. At the end, we present our conclusions light of the raised objectives. The results of this study show that in the context of educational policies, predominate those conceptions of normative and prescriptive planning. We showed the functional and operative nature of participation that these approaches carry in daily practices of municipal schools, especially as regards the disconnection between planning and pedagogical practice in elementary school
Description
Keywords
School planning Pedagogical praxis School Elementary school Planejamento escolar Praxis pedagógica Escola Ensino fundamental
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação