BETWEEN PRAXIS AND PROTOCOL: STRUCTURAL LIMITS AND CHALLENGES OF PEDAGOGICAL PLANNING IN BASIC EDUCATION

Abstract

This article aims to analyze the perception of practicing early childhood education teachers regarding pedagogical planning as a space for continuing education, identifying the main structural limits that affect its quality. The methodology followed a mixed approach and descriptive-exploratory design through a case study. A semi-structured questionnaire and interviews were applied to an intentional sample of 21 teachers from a Municipal Basic Education Unit in Fortaleza, Ceará. Quantitative data were processed by descriptive statistics and qualitative data under Bardin's Content Analysis. The main results demonstrate that, although 76,2% of teachers attach very high importance to collective planning for in-service training, the execution of this reflective practice collides with the operational reality of the school routine. It is concluded that the excess of bureaucratic demands (90.5%) and the scarcity of time in the working day (33.3%) constitute the primary barriers that prevent the consolidation of an investigative and collaborative culture in the institution, reducing protected time to complying with managerial formalities.