Concepções de planejamento de ensino : contribuições para a formação de professores

• Ano de defesa: 2017
• Autor(a) principal: Candido, Milena dos Santos Queiróz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educational planning; School education; Historical-critical pedagogy; Planejamento de ensino; Educação Escolar; Pedagogia histórico-crítica; Ensino - Planejamento; Escolas - Educação; Pedagogia crítica; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/8614

This work aims to investigate the prevailing conceptions of educational planning in brazilian education in order to analyze this pedagogical practice at the presente time, under the approach of historical-critical pedagogy and historical-dialetic materialism, wich was the theoric-methodologic referential adopted. Therefore, we seek to understand how the highlighted theme appears in the educational research on Brazil and how each pedagogical perspective prevalent in the brazilian education shows the educational planning. From these studies we concluded that the postmodern ideology is dominant on school education, resulting on pedagogies of “learning to learn” and its outcomes, validating ours hyphotesis. These undermine the school education since they deslegitimize the teaching, the teacher’s role, as well as the knowledges historically built by humanity and the importance of its apropriation, in addition to the denial of the need for educational planning due to its alignment to the with postmoderns referentials.