O planejamento pedagógico e suas implicações no processo ensino-aprendizagem da leitura em séries iniciais

• Autor(a) principal: Fernandes, Amanda Cristina
• 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/123456789/41912
• topic: Planejamento pedagógico; Ensino aprendizagem; Leitura; Educação

The planning is an indissociable action of teaching practice, and will be reflected as much in the practice of teaching as at the learning of the students. The teacher has no plans, end up improvising the pedagogical activities negatively influencing at the cognitive development of children. The planning needs to make sense for the teachers, it is a means of organizing your thinking to practice, bringing it close to a more appropriate and effective way, beyond assist them in the development of readers, in view of the need to present a flexible posture to the different levels of learning that their students have in relation to reading. It provides reflections about the meaning of the act of reading, when considering the individuality of each student. Considering the importance of planning for the school routine, as an instrument capable of guide the educator in the implementation of a significant action for the teaching of reading, the present work aimed to analyze as the teachers, the early years of elementary school, contemplate, in its planning, the different ways of student learning in relation to reading. Therefore, beyond a succinct literature review guided by authors such as Vasconcellos (1999), Lukesi (1997), Gadotti (2000), Solé (1998) among others, it was carried field research the 2nd to 5th year teachers of the Municipal School Raquel Silva, in the city of Marcelino Vieira - RN. The questionnaire dealt with the teaching conception of the act of planning, its implications for the education development process and, also, the learning of students who are at different reading levels. The interest in research on the practice of planning in grades of elementary school, so that contemplate learning differences related to reading, emerged from the concerns of the author during observations made in the supervised training III. Based on the analysis of the results it was evident that the teachers have a consistent design with the proposal of planning, which is to set goals, overcome difficulties in a process of organization and coordination of teaching activities. This manner, it apprehends that planning at the Municipal School Raquel Silva is configured as a guiding instrument of great importance to the teaching of reading process in the early grades of elementary school. Different learning levels in relation to reading is a reality in all investigated classes. One of the biggest school challenges mainly the teaching profession, is to teach students to read. In this manner, it is understood that to they reached the first grades of elementary school, part of the children of the Municipal School Raquel Silva even have the ability to decode, that is, to dominate the functioning of the alphabetical code that constitutes the essence of literacy process. This question makes the act of planning very complex. To analyze the importance of educational planning and its implications in the teaching and learning of reading is of great importance at the process of developing the capabilities and ability of each student, considering that educational planning should open doors so that you can unleash a compromised practice with the construction of a democratic education.