Análise dos elementos constitutivos do planejamento didático à partir da teoria pedagógica histórico crítica

• Ano de defesa: 2024
• Autor(a) principal: Gobbi, Adalgiza Gonçalves
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Didática; Planejamento didático; Pedagogia histórico-crítica; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/18268

This study is part of the research line "Teaching, Curriculum, and Cultural Processes" within the Graduate Program in Education at the Federal University of Espírito Santo. It is a theoretical and bibliographical research grounded in historical-dialectical materialism, adopting historical-critical pedagogy as the pedagogical theory that underpins the central thesis of this research: didactic planning is an essential element for ensuring quality education, as it intentionally aligns pedagogical objectives with educational practices, fostering the comprehensive development of students and addressing contemporary challenges in school education. The general objective is to analyze the core components of didactic planning based on historical-critical pedagogy. Specifically, the research examines the levels of planning, identifying their legislation and applications in practice; explores how the topic of didactic planning has been and is addressed in various pedagogical theories; and investigates the constitutive elements of didactic planning from the perspective of historical-critical pedagogy. The study highlights that didactic planning, grounded in historical-critical pedagogy, is crucial for promoting pedagogical practices that take into account the particularities of students' development. It argues that planning should go beyond the mere organization of content, constituting an intentional and continuous process, integrated with students' concrete realities and the relationship between theory and practice, aiming at meaningful, contextualized learning that encompasses cognitive, emotional, and social aspects. Furthermore, the research emphasizes the importance of continuous teacher education, focused not only on the development of technical skills but also on the critical appropriation of pedagogical theories that support their practices. As a practical implication, the study underscores the necessity of allocating time and space for reflection in the act of planning, ensuring pedagogical actions that are oriented toward the comprehensive development of students and the quality of school education.