The Planning as a Fundamental Framework for the Construction of Knowledge and the Promotion of Meaningful Learning

Authors

  • Elisiane da Costa Moro Colégio Estadual Henrique Emílio Meyer
  • Janete Maria Scopel Universidade de Caxias do Sul - UCS
  • Roseli Fornaza Universidade de Caxias do Sul - UCS
  • Sandro George Luciano Prass Colégio Murialdo Caxias do Sul

Abstract

This article discusses the construction of knowledge and the promotion of meaningful learning through planning education as a fundamental framework for such learning. We live in numerous situations involving planning our actions as educators in a school setting can not distance ourselves from it. We try to plan our classes, recreational activities, professional, social and various other activities that we developed in the course of our day-to-day commitments. Thus, we find that all human actions require planning so they are well executed and can achieve a certain success. The planning of teaching is to the teacher guiding the actions that are necessary for the process of teaching, learning is meaningful, and that the desired results are achieved. The planning in schools requires systematic interdisciplinary actions and seamlessly between the curricular components of each area of knowledge, and also between areas according to the National Curricular Parameters and not just in isolated curricular components. There are several difficulties encountered by teachers in structuring the proposed plan, but we can not look at him as just a bureaucratic activity to be accomplished.

 

http://dx.doi.org/10.18226/23185279.v2iss2p39

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Published

2014-12-21

How to Cite

Moro, E. da C., Scopel, J. M., Fornaza, R., & Prass, S. G. L. (2014). The Planning as a Fundamental Framework for the Construction of Knowledge and the Promotion of Meaningful Learning. Scientia Cum Industria, 2(2), 39–42. Retrieved from https://sou.ucs.br/etc/revistas/index.php/scientiacumindustria/article/view/3149

Issue

Vol. 2 No. 2 (2014): 3rd Science and Mathematics Education Symposium

Section

Science, Education and Engineering

License

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Declaro que o presente artigo é original, não está sendo tendo sido submetido à publicação em qualquer outro periódico nacional ou internacional durante o processo de revisão. Através deste instrumento, em meu nome e em nome dos demais co-autores, porventura existentes, cedo os direitos autorais do referido artigo à revista SCIENTIA CUM INDUSTRIA. Contudo, a reprodução total ou parcial impressa ou eletrônica pode ser feita desde que o autor comunique oficialmente à revista. Declaro estar ciente de que a não observância deste compromisso submeterá o infrator a sanções e penas previstas na Lei de Proteção de Direitos Autorias. Declaro estar ciente de que a não observância deste compromisso submeterá o infrator a sanções e penas previstas na Lei de Proteção de Direitos Autorias (Nº9610, de 19/02/1998).