A PLANIFICAÇÃO DO PROCESSO DE ENSINO-APRENDIZAGEM MEDIANTE O TRATAMENTO METODOLÓGICO DE UMA UNIDADE DIDÁCTICA

Abstract

The current context reveals that, in general, teachers’ mastery of the theoretical, methodological, and practical foundations of lesson planning in the Teaching-Learning process is still limited. This situation requires practical contributions capable of improving the efficiency and effectiveness of teaching work.

The proposal presented pursues this objective, as it allows teachers to carry out the Methodological Preparation of the subject, contributing to solving the problem that gave rise to this research.

This was a qualitative study that began by examining current teaching practices related to the planning of the Teaching-Learning process, through the application of empirical diagnostic methods such as direct observation of activities, analysis of lesson plans of teachers involved in training actions, and focus group interviews on the topic.

Among the results obtained, a didactic alternative stands out for the systematic implementation of lesson planning in the Teaching-Learning process: the Methodological Preparation of the Subject. Its implementation requires the development of four essential tasks, namely: Contextualization of the Didactic Unit (1); Gradual Derivation of Objectives (2); Didactic Unit Plan (3); and Learning Session Plans (4).