PEDAGOGICAL PLANNING CENTERED ON COMPETENCIES AND SKILLS

Abstract

The study aimed to understand how pedagogical planning centered on competencies and skills could contribute to the organization and effectiveness of teaching practices in schools. Its general objective was to analyze the contributions of this type of planning to educational practice and learning development. The research was bibliographic and qualitative, based on the analysis of books, articles, and chapters published between 2019 and 2025, selected according to criteria of relevance and recency. The results showed that planning structured by competencies favored coherence between objectives, methodologies, and assessment, promoting meaningful learning. It was also found that the integration between cognitive competencies and practical skills expanded pedagogical mediation, strengthening the teacher’s role as the organizer of the educational process. The analysis indicated that the use of technologies, active methodologies, and formative assessment practices fostered student engagement and autonomy. It was concluded that competency-based planning is an essential tool for guiding teaching in a systematic, articulated, and reflective manner. The study also emphasized the importance of continuous teacher training and suggested further research on the relationship between pedagogical innovation and competence development.