PERCEPÇÕES DE PROFESSORES ACERCA DO PLANEJAMENTO DE ENSINO

dificuldades encontradas e soluções propostas para a prática docente

Abstract

The aim of this article is to understand postgraduate teachers' perceptions about teaching planning in their teaching practice. In this sense, this research, with a qualitative approach and case study type, has the following research question: what are the difficulties reported by post-graduate teachers when planning their practices and how do they try to solve them?. The data were collected using an open questionnaire, which were analysed and categorised based on the Discursive Textual Analysis method. Analysing the statements made by the teachers participating in the research, some difficulties were noted when planning, namely: lack of time and doubts to elaborate and carry out the plan. In their responses, the participants presented solutions that deal with the relevance of pre-planning and flexible planning that contribute to teaching and learning, emphasizing that teaching practice requires planning. In addition to the difficulties and solutions, the teachers pointed out some situations that impact planning, such as: unforeseen situations, lack of didactic resources and not attaching importance to the act of planning. These findings allow us to reflect on the essentiality of teaching planning for teaching practice and the problem situations that make it difficult to put it into practice. These findings contribute to reflecting on the essentiality of teaching planning for teaching practice and the problem situations that make it difficult to put it into practice.