A relevância do planejar no processo de alfabetização na Educação Infantil e no 1º ano do Ensino Fundamental: uma análise crítica do fazer pedagógico

• Autor(a) principal: Carvalho, Rejane Cristina Araújo de
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/42139
• topic: Planejamento; Docente; Ensino e Aprendizagem; Planning; Teaching; Teaching and learning; Educação

This article analyzes the importance of planning for teachers working at levels focused on literacy, on what you plan what is been put into practice and that gives relevance in the process of preparation of their teaching and their learning. We have the general objective transcribe the significance of planning for performance and coordination in the teaching and student learning. For this, we conducted a brief interview with teachers who teach in kindergarten and 1st year of primary education in state and municipal educational institutions. As theoretical support, we focus on Zaballa (1998), Libâneo (1994) and Batista (2005). After the research and guided by thinkers, we find the following results: among the interviewees, despite the difficulties, most teachers are concerned with objectively direct its teaching proposal, developing and punctuating his actions, seeking to consolidate qualitatively their professional expectations, as mediators of knowledge. In addition, there is the search for optimization of time in the act of targeting plan, focusing on teaching and learning, giving priority to quality and intentionality coherently. Research carried out with the teachers emphasized that, for the respondents, planning is important to conduct a good lesson. Although demonstrate different ways to execute their plans and actions, all prioritize the time to plan to have and foundation to underpin their professional conduct and responsibility for the learning of their students.