Planejamento pedagógico na educação de jovens e adultos: professora e gestão em diálogo – um estudo de caso

Abstract

Pedagogical planning is a central stage of teaching practice, essential for the organization of school activities and for the effectiveness of teaching, especially in Youth and Adult Education (EJA), a modality in which the diversity of trajectories and learning paces of students requires flexibility and differentiated methodologies. Grounded in theoretical references such as Rosas de Araújo (2025), Oliveira, Sales and Rodrigues (2021), Vasconcellos (2015) and other authors, this study recognizes planning as a dynamic, intentional, and political process, articulating pedagogical and social aspects of educational practice. The main objective of this research is to analyze how school management supports the pedagogical planning of an EJA teacher in a public school in Sapé-PB, considering institutional limitations and strategies. Specifically, it sought to: a) analyze conceptions of pedagogical planning in the context of EJA; b) analyze pedagogical planning in EJA from the perspective of the teacher and school management; and c) elaborate practical recommendations for pedagogical planning in EJA, focusing on the integration between school management and teachers. This is a qualitative case study, with data collected through two semi-structured interviews, one with the teacher and another with school management. Data analysis revealed that school management in Sapé-PB provides partial support for pedagogical planning, through bimonthly guidance, collective pedagogical meetings, and the provision of some didactic materials. However, this support proves insufficient in view of the specific demands of the modality, requiring the teacher to weekly adjust her planning to the heterogeneous needs of the students almost in isolation. The absence of systematic resources, specific training, and close monitoring reinforces the teacher’s overload and limits the effectiveness of planning.