WEAVING KNOWLEDGE: AN ANALYSIS OF THE ROLE OF SCHOOL PLANNING IN EDUCATIONAL ADMINISTRATION AND ITS INFLUENCE ON PEDAGOGICAL PRACTICES

Abstract

The focus of the present study is centered on the theme of school planning, originating from the following research question: How does school planning, as a continuous process and in the exploration of its various modalities, impact educational management, influencing pedagogical practices, and contributing to the advancement of quality education? The primary objective was to investigate the role of school planning as a continuous process in educational administration, addressing different types of planning and examining the act of planning as an essential component for the effective development of pedagogical practices. School planning plays a crucial role in the effectiveness and quality of teaching, exerting a direct impact on student performance and educational management. Understanding its implications and exploring different planning modalities are essential to drive more efficient school management capable of meeting contemporary educational demands. In the pedagogical context, planning should be perceived as a constant, continuous, flexible, and dynamic procedure, involving essential elements for its implementation to achieve desired results, such as reflection, analysis, and intervention in pedagogical activities, aiming to improve relevant aspects in the educational environment. This study is classified as bibliographic; throughout the elaboration of the work, ideas from various authors addressing the theme were analyzed and compared, including Lopes (2014), Libâneo (2013), Saviani (2010), and others. The obtained results reveal the importance of conceiving school planning as a pedagogical tool that plays a fundamental role in diagnosing and simultaneously intervening pedagogically in various learning difficulties and challenges identified throughout the teaching-learning process.