Index

1 Introduction.....................................................................................................................3

1.1 Objectives.............................................................................................................4

1.1.1 General..............................................................................................................4

1.1.2 Specifics

1.2 Methodologies

2 Theoretical foundation.................................................................................................5

2.1 Planning

2.1.1 Importance of planning.................................................................5

2.2 Planning levels...........................................................................................5

2.2.1 School planning....................................................................................5

2.2.1.1 Functions from school planning..................................................6

2.2.2 Teaching project or plan ...........................................................................6

2.2.2.1 Plan

2.2.3 Curricular Planning

2.2.3.1 Stages of curriculum development

2.2.3.2 Levels of curriculum development.....................................................10

3 Conclusion...................................................................................................................11

4 Bibliographic references..........................................................................................12
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1 Introduction

Education is nowadays conceived as a factor of change, renewal, and progress.

In such circumstances, planning becomes essential in this sector as a means of organization and it is the

foundation of all educational action.

The present work falls under the subject of Curriculum Administration and has as its theme
of approach: Levels of school planning. Planning works like this as a
cornerstone of pedagogical practice, which contributes to the success of teaching, allowing that
a forecast of the lesson should be made, with definition of contents, skills, objectives,
performance descriptors, concepts, strategies and assessment.

The objective of this work was to investigate the levels of planning, seeking
identify, through reflective work, how to carry out and organize schoolwork,
facing the problems of this institution and the educational system, which has as
The main task is to provide learning and to form citizens.
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1.1 Objectives
1.1.1 General

Understand the levels of planning.

1.1.2 Specific

Define planning;
Explain the importance of planning;
Identify the levels of planning.
Characterize the levels of planning.

1.2 Methodologies

According to Marconi and Lakatos (1992, p. 44), 'method is the way through which one arrives at

determined outcome, even if that path has not been established in advance in such a way
reflected and deliberated.

The bibliographic research is an exclusively theoretical procedure, understood as

the junction, or meeting, of what has been said about a certain theme.

As Fonseca (2002, p. 32) teaches, bibliographic research is done from the

collection of theoretical references already analyzed and published through written means
electronic, such as books, scientific articles, web pages.

In this research, bibliographic research will be applied in order to ensure support.

scientific through the comment or studies that were previously developed by
various authors around the subject under study. Likewise, the bibliographic research will be
applied in a way to assist in the triangulation of the data collected during the research and,
observed by the author of the work during this.
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2 Theoretical foundation
2.1 Planning

Concept

According to Libâneo (2008, p. 222), planning is a process of rationalization,

organization and coordination of teaching action, articulating school activities and the
problematic of the social context.

Piletti (2006, p. 61) defines planning as a process that consists of preparing a

set of decisions aimed at achieving certain objectives while assuming a serious attitude and
curious in front of a problem.

According to the definitions mentioned above, we can understand that in a general sense
a planning is a process through which an institution makes preparation, forecasting and
organization of the development of your activities, in accordance with the regulations,
procedures and/or legislation that guide the area to plan, establishing for this purpose, the
respective goals and deadlines.

2.1.1 Importance of planning

According to Ferreira (2007, p. 54), planning as a whole has the following importance:

It predicts the objectives, contents, methods and means of teaching;

Facilitates the preparation of lessons and the tasks to be performed;

Avoid routine and improvisation;
Contributes to the achievement of the targeted objectives

Ensures greater safety in the direction of teaching.

2.2 Levels of planning

The school planning phase is divided into three levels: school planning,
curricular planning and the project or teaching plan.

2.2.1 School Planning

The planning of the school is an activity that involves the process of reflection,
decisions about the organization, functioning, and pedagogical proposal of the institution. "It is a
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process of rationalization, organization, and coordination of teaching action, articulating the

school activity and the problem of the social context." (Libâneo, 1992, p. 221).

School planning - it is what we call the political-pedagogical project - or

educational project, being this plan integral to the institution, it is composed of framework
referential, diagnosis and programming. This level involves both the pedagogical dimension
as for the community and administrative aspects of the school.

2.2.1.1 Functions of school planning

According to Libâneo (1994), the functions of school planning are:

a) Explain the principles, guidelines, and procedures of teaching work that ensure them
the articulation between school tasks and the demands of the social context and the process
of democratic participation.
b) Express the connections between philosophical positioning, political-pedagogical and
professional and the effective actions that the teacher will carry out in the classroom, through
objectives, content, methods, and organizational forms of teaching.
c) Ensure the rationalization, organization, and coordination of teaching work, in order to
that the planning of teaching actions enables the teacher to carry out a teaching
of quality and avoid improvisation and routine.
d) Anticipate objectives, content, and methods based on consideration of the demands imposed
through social reality, the level of preparedness and socio-cultural and individual conditions
of two students.

e) Ensure the unity and coherence of teaching work, as it makes it possible

interrelate, in a plan, the elements that make up the teaching process: the
objectives (why to teach), the contents (what to teach), the students and their
possibilities (who to teach), the methods and techniques (how to teach) and evaluation that
intimately related to the others (Libâneo, 1994).

2.2.2 Project or teaching plan

The teaching plan is the decision-making process for the concrete action of
teachers in the daily routine of their pedagogical work, involving actions and situations in
constant interactions between teacher and students and among students themselves.
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It is important to clarify that the planning will result in a plan, which is a document.
used for recording decisions such as: what to do, how to do it, when to do it,
with whom to do, with whom to do.

2.2.2.1 Plan

A plan is a document used for recording decisions such as: what one intends to do,
how to do it, when to do it, with what to do it, with whom to do it. To have a plan, it is necessary to

discussion (planning) about ends and objectives, culminating in their definition,

for it is only in this way that one can answer the questions mentioned above.

According to Padilha (2002), the plan is the 'systematized and justified presentation of the

"decisions made regarding the action to be taken." Plan has the connotation of a product of
planning. It is actually a guide intended to orient practice, it is the formalization of
process of planning.

Thus, the planning of teaching comes to be understood in a closely

linked to the relationships that occur between the school and the historical-cultural context in which it
education is realized. In this perspective, it is necessary to take into account the connections between the

planning of teaching and the overall planning of the school, as outlined in its Political Project
Pedagogical.

Teaching planning is therefore seen as an integrative element between the

school and the social context. Due to its integrative nature, it is essential that one
orient on some elements:

1. In the real study of the school in relation to the context: what requires the characterization of

socio-cultural universe of the school clientele and evidences the interests and needs
two students;
2. In the organization of didactic work proper, what does it imply:
a. Define goals - based on the three levels of learning: acquisition,
reworking and production of knowledge (Lopes, 1992);
b.Review content - having as selection criteria the purpose for which they act
as an instrument of critical understanding of reality and as a link that facilitates
autonomy;
c. Select methodological procedures - considering the different levels of
learning and the nature of the field of knowledge
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Establish evaluation criteria and procedures - considering the purpose

of intervention and resumption in the teaching and learning process, whenever
necessary.

In this form of teaching planning, the assessment of learning takes on special significance.
relevance, since it cannot consist solely in the form of verification of what the
The student learned. First of all, it should serve as a parameter for evaluating the work of
own teacher.

2.2.3 Curriculum Planning

Curriculum planning is a process that requires a lot of knowledge and dedication.

all parties involved. The main objective is to have the best requirements
of learning and that are easy to work with.

According to Luckesi (2006, p.112), curriculum planning is a task

multidisciplinary aimed at organizing a system of logical relations and
psychological within one or several fields of knowledge, in such a way that it favors
maximum the teaching-learning process. Thus, it is the forecast of all activities
that the student carries out under the guidance of the school to achieve the goals of education.

Planning aims to guide the teacher's work in pedagogical practice

from the classroom. According to Coll (2004), defining the curriculum to be developed in a year
Collective work is one of the most complex tasks in educational practice and of the entire pedagogical body.

of the institutions.

2.2.3.1 Phases of curriculum development

There are three phases of Curriculum Development: the phase of curriculum conception, the phase
of the implementation/operationalization of the curriculum and the phase of curriculum evaluation.

I. The phase of curriculum conception

According to Zabalza (1994), this phase consists of analyzing the situation to which the curriculum refers.

destined to defining articulated objectives with the contents, and to orienting them towards
development of the desired competencies. It refers to making an analysis at this time of the
project and the pedagogical model of the school, the way the class councils and the
departments manage the curriculum and the work methodologies of teachers,
thus reinforcing the educational intent of the curriculum.
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II. The phase of implementation/operationalization of the curriculum

It is in this phase that the action strategies corresponding to the construction of are defined.

learning situations designed with the students in mind and planning how to evaluate them
achievement of the targeted learning objectives.

According to Gaspar and Roldão (2007), the implementation/operationalization of the curriculum to

To translate oneself in the action strategies in a school context involves several operations:

Analysis (relationship between objective/content and students' situation);

Integration and sequencing (each unit is articulated with what preceded it and with
in the future);

formulation of hypotheses (inventory of the way to organize the strategy and its
potentialities);
Selection (choosing the most effective option, in the sense of enhancing success and generating

effective learning)
Organization (operationalization of the strategy in its sub-stages to manage everything
the steps);
Decision (management and analysis of the process in confrontation with what is intended).

III. The stage of the curriculum evaluation

This final phase consists of the analysis of the results of the learning assessment obtained in
previous phase is a process of reevaluation/questioning of the entire path taken,
questioning the relevance, coherence, and appropriateness of the development of each phase (Zabalza,
cit. Gaspar and Roldão, 2007), identifying the issues that have contributed to the
failure, but also the analysis of successful situations to identify the factors of
success and make them profitable in future situations.

The evaluation of Curriculum Development, based on an evaluative attitude-

reflective and critical analysis can contribute to the improvement of the quality of learning
of students, and consequently for the improvement of the quality of education.
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2.2.3.2 Levels of curricular development

In general, decision levels are situated at the three structural levels:

The macro level corresponds to the political-administrative context and is situated in

scope of central administration.

The meso-level corresponds to the management context and is situated within the scope of the school and

of the regional administration.

The micro-level corresponds to the context of realization and is situated within the scope of the room.

of the classroom and within the scope of the work carried out by the intermediate management bodies of

schools.

The transition from one level/context to another, realized from a perspective of continuity,
define the different phases of Curriculum Development. In the context of the political scope
administrative, we can affirm that the prescribed, official, formal curriculum is the result of
a political-administrative decision.
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3 Conclusion

In light of the ideas presented, we can conclude that teaching planning is the
specification of curriculum planning. Where translated into more concrete terms and
operational what the teacher will do in the classroom to guide the students to achieve the
proposed educational objectives.

Each school must develop its curriculum planning, including all components.
students who, directly or indirectly, are part of the educational process, such as director,
pedagogical supervisor, educational advisor, and teachers. Thus, they will together define the
final objectives, the basic content and will outline the evaluation methods and strategies.

The three phases of Curricular Development must be traversed whether one assumes the
curriculum as a plan (from the perspective of technical rationality) or choose the view of
curriculum as a project (constructivist logic). Both types of curriculum can do
meaning in certain contexts that may even cross each other.
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4 Bibliographic references

Gaspar, Mª Ivone and Roldão, Mª do Céu. (2007). Elements of development

curricular. Lisbon, Open University.

Libâneo, J. C. (1994). Didactics. São Paulo: Cortez. (High School Teaching Collection, Series
teacher training.

Didactics

Lopes, A. O. (1992). Teaching planning from a critical education perspective. In:

Candau, V. Rethinking Didactics. São Paulo: Cortez.

Padilha, P. R. (2002). Dialogic planning: how to build the political project

educational of the school. 2nd ed. São Paulo: Cortez; Paulo Freire Institute - (School Guide
Citizen, v. 7).

Piletti, C. General Didactics.

Zabalza, M., (1994). Planning and Curriculum Development in School. Rio Tinto,
ASA Editions