CURRICULUM PLANNING:

CONCEPTIONS AND PRACTICES

Abstract

The aim of this study was to analyze teachers’ conceptions of curriculum planning, in order to understand how it is materialized in teaching practice. This is a qualitative study, its field of study was a public school in the municipality of Vitória da Conquista, Bahia, studying four high school teachers. Semi-structured interviews were used to gather the information, which was analyzed using Content Analysis. The results show that, in the teachers’ view, curriculum planning is of fundamental importance, as it guides teaching activity, since it gives the teacher security in the face of the challenges and uncertainties that permeate pedagogical action.
Despite this, the teachers pointed out that planning can be influenced by factors such as the lack of structure in schools, the absence of a pedagogical coordinator and working conditions. In this sense, the teachers state that they plan in accordance with the school’s deliberations, however, they consider the social relevance of the content covered for the student. Thus, investment in training, valuing teachers and improving school infrastructure were the factors identified as fundamental and which need to be prioritized in order to provide favorable
conditions for the development of teaching. These results highlight the complexity of teaching and the role of the teacher as the central protagonist of the educational process.