PLANNING IN THE ORGANIZATION OF TEACHING WORK: FROM CURRICULAR PRESCRIPTION TO PEDAGOGICAL AUTONOMY

Abstract

School planning consists of intentionally organizing and adjusting pedagogical actions, constituting a continuous process of reflection that guides teaching practice and articulates educational work with the social and political dimensions of education. Thus, it goes beyond bureaucratic requirements and is configured as a political-pedagogical act. This study aims to analyze school planning as an instrument for organizing teaching work, discussing its limits and possibilities in relation to curricular demands and teachers’ professional autonomy. The methodology adopted is qualitative in approach, grounded in studies such as those by Luckesi (2005) and Libâneo (2008). The results show that school planning is an intentional, reflective, and non-neutral practice, essential for organizing teaching and promoting meaningful learning. However, limitations are also identified, particularly those related to curricular prescriptions, teachers’ working conditions, and the tendency to reduce planning to a bureaucratic activity. On the other hand, possibilities for resignifying this practice are highlighted, especially when developed collectively, contextually, and in alignment with students’ realities, fostering pedagogical autonomy and the construction of more inclusive and democratic practices. It is concluded that school planning presents itself as a space of challenges and possibilities, whose effectiveness depends both on institutional conditions and on teachers’ critical and reflective action.