RELEVÂNCIA DO PLANEJAMENTO COLABORATIVO DE AULAS NA PRÁTICA (PRÁXIS) PEDAGÓGICA DA DOCÊNCIA NOS ANOS INICIAIS, À LUZ DAS COMPETÊNCIAS GERAIS DA BASE NACIONAL COMUM CURRICULAR

Abstract

The experience of the teacher in the exercise of the office involves a web of formative elements, legal and guiding, aimed at the curricular alignment in all segments of the educational system. The teacher is a mediating agent, a bridge between the student and the objects of knowledge, a key and primordial unit in this organicity for the realization of an egalitarian, universal, democratic and, above all, quality education. In this conception, and based on the accomplishment of bibliographic research, the purpose of this work is to generate reflection, in the light of the General Competencies defined in the BNCC / 2017, on the relevance and concreteness of the lesson plan in the teaching and pedagogical practice in the Years Initials of basic education, the results of which have shown that planning, however, is essential in efficient, effective and transformative educational action in the classroom, at school and beyond these environments. The planning, bringing the technical-scientific and socio-political dimensions as a didactic tool, is one of the foundations for strengthened and consistent pedagogical praxis, with mastery of the role, methods, procedures and art of teaching. The theme is approached under a Historical-Critical tendency and projects the concept of the teaching-learning binomial to meet the plural reality of the students, in order to form citizens capable of participating effectively in the decision-making that affect society in the contemporary world. And in the nuances of the studies, in agreement with the authors, it was verified that the translation and implementation of the Base permeating the school curriculum and the lesson planning performed by the teacher does not infuse into content that imprisons or engages the teaching practice. Collaborative teaching planning contributes to the breakdown of the hierarchical knowledge paradigm and enables dialogue among the education actors of a school community, in a critical way, to achieve the objectives of a democratic education, including through the competencies proposed by the Foundation .