Aula

23/$1(-$0(172','È7,&2,
&21&(,727,326)2508/$d­2'(2%-(7,926
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METAS
$SUHVHQWDURVWLSRVGHSODQHMDPHQWRGLGiWLFR
UHÀHWLUVREUHGRLVGHVHXVFRPSRQHQWHVRVREMHWLYRVHRFRQWH~GR
IRUQHFHURULHQWDo}HVSDUDIRUPXODomRGHREMHWLYRVDVHOHomRHRUJDQL]DomRGHFRQWH~GRV

OBJETIVOS
$R¿QDOGHVWDDXODRDOXQRGHYHUi
LGHQWL¿FDURVWLSRVGHSODQHMDPHQWRGLGiWLFR
HODERUDUREMHWLYRVJHUDLVHHVSHFt¿FRV
VHOHFLRQDUHRUJDQL]DUFRQWH~GRV
HODERUDUSODQRVGLGiWLFRVFXUVRXQLGDGHDXOD

35e5(48,6,72
7HUUHDOL]DGRDVOLo}HVDQWHULRUHV

(Fonte: http://static.hsw.com.br)
 0HWRGRORJLDGR(QVLQR$SUHQGL]DJHPGH/tQJXDV

,1752'8d®2
2OiFDUR D DOXQR D 4XHURGLYLGLUFRPYRFrPLQKDDOHJULDGHHQFRQ
WUiORQHVWDTXLQWDOLomR-iHVWDPRVQDPHWDGHGRFXUVR3DUDEpQVSRUWHU
FKHJDGRDWpDTXL&RPFHUWH]DYRFrHVWiH[SDQGLQGRVHXFRQKHFLPHQWR
DFHUFDGDVTXHVW}HVGDGRFrQFLD(VWRXFHUWRGHTXHDRÀQDOGHVVHFXUVR
YRFrVHUiRXWUDSHVVRDFDSD]GHYHUDVTXHVW}HVGRHQVLQRFRPRXWURROKDU
1HVWDOLomRYDPRVSDXWDUQRVVDUHÁH[mRVREUHRSODQHMDPHQWRGLGiWLFR
2TXHpSODQHMDU"&RPRIRUPXODUREMHWLYRV"&RPRHVFROKHUFRQWH~GRV"
$OpPGHVVDVUHÁH[}HVYDPRVWDPEpPID]HUDOJXPDFRLVDFRQFUHWDHODERUDU
SODQRVGHFXUVRGHXQLGDGHGHDXOD7UDQTXLORFDUR D DOXQR D YRFrSRGH
PXLWRPDLV/HPEUHVHVyH[LVWHVDEHUQDLQYHQomRQDUHLQYHQomRQDEXVFD
inquieta, impaciente, permanente que os homens realizam no mundo, com o
PXQGRHFRPRVRXWURV 3XOR)UHLUH 9RFrHVWiFRQVWUXLQGRFRQKHFLPHQWR

(Fonte: http://www.sosconsultoria.com.br)

56
2SODQHMDPHQWRGLGiWLFR,FRQFHLWRWLSRVIRUPXODomRGHREMHWLYRVH
Aula

PLANEJAMENTO E PLANO
Qualquer atividade na vida, para ter sucesso, precisa ser planejada. Que
5
YHPDVHUHQWmRSODQHMDPHQWR"3UDLQLFLRGHFRQYHUVDSODQHMDUVLJQLÀFD
DQDOLVDUXPDFHUWDUHDOLGDGHUHÁHWLUVREUHDVFRQGLo}HVH[LVWHQWHVHSUHYHU
IRUPDV GH LQWHUYHQomR QHVVD UHDOLGDGH YLVDQGR D VXSHUDomR GDV GLÀFXO
GDGHVSDUDDOFDQoDURVREMHWLYRVSURSRVWRV2SODQHMDPHQWRpSRUWDQWR
XPSURFHVVRPHQWDOTXHH[LJHUHÁH[mRDQiOLVHHSUHYLVmR3RGHPRVSRLV
FRQVLGHUDURSODQHMDPHQWRFRPRXPSURFHVVRGHDQiOLVHHUHÁH[mRYLVDQGR
DGTXLULURVREMHWLYRVGDHVFRODGHQWURGHXPDVLWXDomRGHDSUHQGL]DJHP
1HVVDUHÁH[mRGRDWRGHSODQHMDUGHYHVHSUHYHUHGHFLGLUVREUHRTXH
SUHWHQGHPRVUHDOL]DU REMHWLYRV RTXHYDPRVID]HU FRQWH~GR FRPRYD
PRVID]HU PpWRGRHUHFXUVRV HFRPRYDPRVYHULÀFDUVHQRVVDSUHWHQVmR
IRLUHDOL]DGD DYDOLDomR 
2SODQRSRUVXDYH]pRUHVXOWDGRGRSODQHMDPHQWRLVWRpRHVERoR
GDVFRQFOXV}HVGRSODQHMDPHQWRHGHYHDVVXPLUDIRUPDHVFULWD

TIPOS DE PLANEJAMENTO
+$,'7  DÀUPDTXHQDiUHDHGXFDWLYDH[LVWHPYiULRVQtYHLVGH
planejamento e apresenta os seguintes:
- planejamento de um sistema educacional;
- planejamento geral das atividades de uma escola;
SODQHMDPHQWRGRFXUUtFXOR
SODQHMDPHQWRGLGiWLFRRXGHHQVLQR

23/$1(-$0(172','É7,&2
Ao planejar, o professor antecipa, de forma organizada, as etapas do
WUDEDOKRHVFRODULGHQWLÀFDRVREMHWLYRVLQGLFDRVFRQWH~GRVVHOHFLRQDRV
SURFHGLPHQWRVHWpFQLFDVHSUHYrLQVWUXPHQWRVSDUDDYDOLDURSURJUHVVR
GRVDOXQRV'DtSRGHPRVHQWHQGHURSODQHMDPHQWRGLGiWLFRFRPRVHQGR
DSUHYLVmRGHDo}HVHSURFHGLPHQWRVRUJDQL]DGRVYLVDQGRjDSUHQGL]DJHP
GRVDOXQRV+$,'7DHVSHFLDOLVWDTXHHVWDPRVVHJXLQGRQHVVDUHÁH[mRDR
UHIHULUVHDRDVSHFWRGLGiWLFRDSUHVHQWDDVVHJXLQWHVFDUDFWHUtVWLFDVGRDWR
de planejar segundo o qual compete ao professor:
DQDOLVDUDVFDUDFWHUtVWLFDVGRVDOXQRV DVSLUDo}HVQHFHVVLGDGHVGLIHUHQoDV
possibilidades);
UHÁHWLUVREUHRVUHFXUVRVGLVSRQtYHLV
GHÀQLURVREMHWLYRVHGXFDFLRQDLV
VHOHFLRQDUHHVWUXWXUDURVFRQWH~GRVGLVWULEXLQGRRVGHQWURGRWHPSR
GLVSRQtYHO
- prever e organizar os procedimentos do professor, as atividades mais

57
 0HWRGRORJLDGR(QVLQR$SUHQGL]DJHPGH/tQJXDV

DGHTXDGDVSDUDDFRQVHFXomRGRVREMHWLYRV
- prever e escolher os recursos de ensino para estimular o interesse e a
SDUWLFLSDomRGRVDOXQRVQRSURFHVVRGHDSUHQGL]DJHP
SUHYHURVSURFHGLPHQWRVGHDYDOLDomRPDLVDGHTXDGRVDRVREMHWLYRV
2UDSHUFHEHPRVDtTXHRSODQHMDPHQWRGLGiWLFRpXPSURFHVVRPHQ
WDO TXH LPSOLFD UHÁH[mR GHÀQLomR VHOHomR HVWUXWXUDomR GLVWULEXLomR H
DYDOLDomR2UHVXOWDGRGHVVHSURFHVVRpRTXHFKDPDPRVSODQRGLGiWLFRH
QRUPDOPHQWHDVVXPHDIRUPDGHGRFXPHQWRHVFULWR([LVWHPWUrVWLSRV
GHSODQRVGLGiWLFRVDVDEHU
- plano de curso;
- plano de unidade;
- plano de aula.

PLANO DE CURSO
2SODQRGHFXUVRpDSUHYLVmRGHFRQKHFLPHQWRVTXHVHUmRGHVHQYROYL
GRVEHPFRPRGHDWLYLGDGHVTXHVHUmRUHDOL]DGDVQDVDODGHDXODGXUDQWH
XPSHUtRGRGHWHPSR(PRXWUDVSDODYUDVpDSUHYLVmRGRWUDEDOKRGR
SURIHVVRUHGRVDOXQRV2SODQRGHFXUVRpXPGHVGREUDPHQWRGRSODQR
FXUULFXODUGDHVFROD1RUPDOPHQWHRSODQRGHFXUVRpHODERUDGRSDUDWRGR
RDQROHWLYR+$,'7DSUHVHQWDRVVHJXLQWHVSDVVRVSDUDDUHDOL]DomRGR
plano de curso:
/HYDQWDUGDGRVVREUHDVFRQGLo}HVGRVDOXQRVDWUDYpVGHVRQGDJHP
 3URSRU REMHWLYRV JHUDLV H GHÀQLU REMHWLYRV HVSHFtÀFRV TXH GHYHP VHU
DOFDQoDGRVQRSHUtRGRHVWLSXODGR
,QGLFDURVFRQWH~GRVTXHVHUmRGHVHQYROYLGRV
- Estabelecer as atividades e procedimentos de ensino e aprendizagem que
GHYHUmRHVWDUGHDFRUGRFRPRVREMHWLYRVHFRQWH~GRV
6HOHFLRQDUHLQGLFDURVUHFXUVRVTXHVHUmRXWLOL]DGRV
(VFROKHUHGHWHUPLQDUDVIRUPDVGHDYDOLDomRTXHWDPEpPGHYHPHVWDU
FRHUHQWHVFRPRVREMHWLYRVHFRQWH~GRVSURSRVWRV

PLANO DE UNIDADE
2 SODQR GH XQLGDGH QDGD PDLV p GR TXH XP GHVPHPEUDPHQWR GR
plano de curso tomando unidade por unidade. Suponhamos que o plano
de curso se componha de cinco unidades, neste caso, o plano de unidade
FRQWHPSODUiXPDGHODVFRQWHQGRYiULDVDXODVVREUHDVVXQWRVFRUUHODWRV
3,/(77,DSUHVHQWDDVVHJXLQWHVHWDSDVQDH[HFXomRGRSODQRGHXQLGDGH
DSUHVHQWDomRpDIDVHHPTXHRSURIHVVRULGHQWLÀFDHHVWtPXODRLQWHUHVVH
dos alunos aproveitando seus conhecimentos anteriores, relacionando-os
DRWHPDGDXQLGDGH2SURIHVVRUSRGHUHDOL]DUSUpWHVWHVSDUDVRQGDJHP
GDVH[SHULrQFLDVHFRQKHFLPHQWRVDQWHULRUHVGLiORJRVFRPDFODVVHDXOD

58
2SODQHMDPHQWRGLGiWLFR,FRQFHLWRWLSRVIRUPXODomRGHREMHWLYRVH
Aula

expositiva para introduzir o tema, apresentar os objetivos da unidade, apre-

sentar material ilustrativo para introduzir o assunto etc.
GHVHQYROYLPHQWRpDIDVHHPTXHRSURIHVVRURUJDQL]DHDSUHVHQWDDVLWXD
5
omRGHHQVLQRDSUHQGL]DJHPHVWLPXODQGRDSDUWLFLSDomRDWLYDGRVDOXQRV
YLVDQGR DOFDQoDU RV REMHWLYRVGD XQLGDGH 2 SURIHVVRU SRGH UHDOL]DU DV
VHJXLQWHVDWLYLGDGHVUHDOL]DomRGHSURMHWRVVROXomRGHSUREOHPDVHVWXGR
GHWH[WRVHVWXGRGLULJLGRSHVTXLVDH[SHULPHQWDomRWUDEDOKRHPJUXSRHWF
LQWHJUDomRpDIDVHHPTXHRVDOXQRVIDUmRXPDVtQWHVHGRVDVVXQWRVWUD
EDOKDGRVGXUDQWHRGHVHQYROYLPHQWRGDXQLGDGHHODERUDomRGHUHODWyULRV
RUDLVRXHVFULWRVUHVXPRVTXDGURVVLQyWLFRVHWF

PLANO DE AULA
2SODQRGHDXODFRQVLVWHQDRSHUDFLRQDOL]DomRGDDWLYLGDGHGLGiWLFD
YLVDQGRIRUQHFHUDRSURIHVVRUHDRVDOXQRVDVFRQGLo}HVQHFHVViULDVSDUD
TXHDDSUHQGL]DJHPSUHYLVWDVHUHDOL]HHÀFD]PHQWHeDVHTrQFLDGHWXGR
TXH YDL VHUGHVHQYROYLGRQD DXOD2VREMHWLYRVMiQmR VHUmRJHUDLV PDV
HVSHFtÀFRVHRSHUDFLRQDLV1DYHUGDGHRSODQRGHDXODpDFRQFUHWL]DomR
do plano de unidade.
HAIDT informa que ao planejar a aula o professor deve:
- prever os objetivos imediatos (conhecimentos, habilidades, atitudes);
HVSHFLÀFDURVLWHQVHVXELWHQVGRFRQWH~GRDVHUWUDEDOKDGR
GHÀQLURVSURFHGLPHQWRVGHHQVLQRHRUJDQL]DUDVDWLYLGDGHVGHDSUHQ
dizagem (individuais ou em grupo);
- indicar os recursos utilizados e que devem despertar e estimular o interesse
HDSDUWLFLSDomRGRVDOXQRVQDDXOD
HVWDEHOHFHUFRPRVHUiIHLWDDDYDOLDomRGDVDWLYLGDGHV

$)2508/$d®2'(2%-(7,926
9LPRVGXUDQWHRSODQHMDPHQWRGLGiWLFRTXHXPDGDVIXQo}HVGR
SURIHVVRUFRQVLVWHQDGHÀQLomRGHREMHWLYRV2TXHpHQWmRREMHWLYR"
3DUD IDODU VHP URGHLRV R REMHWLYR p D GHVFULomR FODUD GDTXLOR TXH VH
SUHWHQGH DOFDQoDU FRPR UHVXOWDGR GH XPD DWLYLGDGH $ DWLYLGDGH GR
SURIHVVRUGHHQVLQDUUHTXHUTXHRDOXQRDSUHQGD$SUHQGHUpSRLVR
REMHWLYRHVSHUDGRSHORSURIHVVRUDSDUWLUGHVXDLQWHUYHQomRDWUDYpVGR
ensino. Os objetivos educacionais, portanto, podem ser de ensino e de
DSUHQGL]DJHPJHUDLVHHVSHFtÀFRV
2VREMHWLYRVGHHQVLQRVHUHIHUHPjDomRGRSURIHVVRUDTXLORTXHR
professor pretende fazer para propiciar conhecimento ao aluno. O objetivo
de aprendizagem, por sua vez, refere-se ao aluno. Trata-se das habilidades,
comportamentos, atitudes, conhecimentos que se esperam dos alunos. No
LQtFLRGHVWDOLomRYRFrYLXTXHHODWHPXPDPHWD(VVDPHWDHPRXWUDV

59
 0HWRGRORJLDGR(QVLQR$SUHQGL]DJHPGH/tQJXDV

SDODYUDVpXPREMHWLYRGHHQVLQRRXVHMDDTXLORTXHRSURIHVVRUSUHWHQGH
ID]HU1RLQtFLRGDDXODYRFrYLXTXHWDPEpPIRUDPGHÀQLGRVREMHWLYRV
DTXLORTXHHVSHUDPRVGHYRFrQRÀQDOGHVWDOLomR
2VREMHWLYRVJHUDLVVmRDTXHOHVSUHYLVWRVDORQJRSUD]RSDUDXPDHVFROD
SDUDXPFXUVRSDUDXPFLFOR3RUVXDYH]RVREMHWLYRVHVSHFtÀFRV WDPEpP
FKDPDGRVGHFRPSRUWDPHQWDLVRXLQVWUXFLRQDLV VmRDTXHOHVSUHYLVWRVSDUD
XPDGLVFLSOLQDXPDXQLGDGHXPDDXOD6mRGHVGREUDPHQWRVGRVREMHWLYRV
JHUDLV H IRUPXODGRV GH PRGR D LQGLFDUR FRPSRUWDPHQWR REVHUYiYHO H
esperado do aluno.
$HODERUDomRGHREMHWLYRVHVSHFtÀFRVDMXGDRSURIHVVRUD
GHÀQLURVFRQWH~GRVRVFRQKHFLPHQWRVFRQFHLWRVDVKDELOLGDGHVDVHUHP
desenvolvidas e adquiridas pelos alunos;
- estabelecer os procedimentos de ensino e selecionar as atividades de
aprendizagem;
- determinar o que e como avaliar;
À[DUFULWpULRVSDUDDYDOLDURSUySULRWUDEDOKRGRFHQWH
- comunicar claramente seus objetivos de ensino.

68*(67¯(6'(9(5%263$5$$'(),1,d®2
DE OBJETIVOS
1DHODERUDomRGHREMHWLYRVJHUDLVVmRXWLOL]DGRVYHUERVGHFRPSRU
WDPHQWRQmRREVHUYiYHO GLUHWDPHQWH HQTXDQWR TXH QD HODERUDomRGRV
REMHWLYRV HVSHFtÀFRV XVDPVH YHUERV GH FRPSRUWDPHQWR REVHUYiYHO
Verbos que denotam processo (aprender, desenvolver, memorizar, adquirir
HWF QmRVHUYHPSDUDIRUPXODomR GHREMHWLYRVMiTXHQmRGHVFUHYHPR
resultado da aprendizagem.
eREMHWLYRGHDSUHQGL]DJHPDROHUXPWH[WRRDOXQRGHYHUDVHUFDSD]
GHLGHQWLÀFDUWUrVLGHLDVSULQFLSDLV
1mRpREMHWLYRHDSUHQGL]DJHPHQVLQDUDGLIHUHQoDHQWUHLGHLDSULQFLSDO
e ideia secundaria.

60
2SODQHMDPHQWRGLGiWLFR,FRQFHLWRWLSRVIRUPXODomRGHREMHWLYRVH
Aula

Na tabela abaixo resumimos os verbos mais frequentes utilizados tanto

QDHODERUDomRGHREMHWLYRVJHUDLVFRPRGHREMHWLYRVHVSHFtÀFRV
5

&/$66,),&$d®2'(2%-(7,9263$5$
2(16,12'(/Ì1*8$6
2HVSHFLDOLVWD/())$  QRVRIHUHFHWUrVGRPtQLRVSDUDDIRUPX
ODomRGHREMHWLYRVQDiUHDGHHQVLQRHDSUHQGL]DJHPGHOtQJXDVFRJQLWLYR
DIHWLYRHSVLFRPRWRU$SDUWLUGDtQRVGiDVHJXLQWHSURSRVWD

61
 0HWRGRORJLDGR(QVLQR$SUHQGL]DJHPGH/tQJXDV

6(/(d®2(25*$1,=$d®2'(&217(Ó'26
$HVFRODWUDGLFLRQDOWHPYDORUL]DGRPDLVRVPpWRGRVHDVWpFQLFDVGH
HQVLQRHPGHWULPHQWRGRFRQWH~GRTXHpDQRVVRYHUWmRLPSRUWDQWHFRPR
DTXHOHVMiTXHDDSUHQGL]DJHPVRPHQWHRFRUUHHPFLPDGHFRQWH~GRV3DUD
haver aprendizagem tem que haver o que ensinar, tem, portanto, que haver
FRQWH~GRVDVHUHPHQVLQDGRV
&RQIRUPH+$,'7´RFRQWH~GRpRFRQKHFLPHQWRVLVWHPDWL]DGRH
RUJDQL]DGRGRPRGRGLQkPLFRVREDIRUPDGHH[SHULrQFLDVHGXFDWLYDVµ
(FRQWLQXDDDXWRUDPRVWUDQGRDLPSRUWkQFLDGRFRQWH~GRTXHSDUDHODp
RSRQWRGHSDUWLGDSDUDDDTXLVLomRGHLQIRUPDo}HVFRQFHLWRVHSULQFtSLRV
~WHLVSDUDRGHVHQYROYLPHQWRGHKiELWRVKDELOLGDGHVHDWLWXGHV

&5,7e5,263$5$$6(/(d®2'(&217(Ó'26
6HJXQGRDDXWRUDH[LVWHPGXDVPRGDOLGDGHVGHRUJDQL]DomRGHFRQWH~GRV
GHDFRUGRFRPRJXLDFXUULFXODURÀFLDOTXHWUDoDRVÀQVHRVFRQWH~GRV
GD DomR HGXFDWLYD SDUD XP GHWHUPLQDGR QtYHO GH HQVLQR GHÀQLQGR RV
FRQFHLWRVEiVLFRVHDVKDELOLGDGHVDVHUHPGHVHQYROYLGDV1HVVHVHQWLGR
WHPRVHPQRVVDiUHDRVSDUkPHWURVFXUULFXODUHVWDQWRGHOtQJXDSRUWXJXHVD
FRPRGHOtQJXDVHVWUDQJHLUDV VHUiWHPDGHRXWUDOLomR TXHGHYHPQRUWHDU

62
2SODQHMDPHQWRGLGiWLFR,FRQFHLWRWLSRVIRUPXODomRGHREMHWLYRVH
Aula

D VHOHomRHRUJDQL]DomR GRV FRQWH~GRVGH OtQJXDPDWHUQD HHVWUDQJHLUD

+iDQRVDWUiVHVVHJXLDFXUULFXODURÀFLDOHUDPDLVGHWDOKDGRHPLQXFLRVR
HPVXDVRULHQWDo}HV$WXDOPHQWHRVSDUkPHWURVFXUULFXODUHVHODERUDGRV
5
SHOR0LQLVWpULRGD(GXFDomRH&XOWXUDVmRPXLWRÁH[tYHLVHDSUHVHQWDP
VRPHQWHRVFRQFHLWRVEiVLFRVHDVKDELOLGDGHVIXQGDPHQWDLVTXHGHYHPVHU
desenvolvidas na sala de aula.
- de acordo com o programa pessoal de cada professor, que nada mais
pGRTXHRSODQRGHHQVLQRTXHSRGHVHUDQXDOPHQVDOVHPDQDO(VVH
plano, por sua vez, deve operacionalizar as diretrizes fornecidas pelo guia
FXUULFXODUGRVLVWHPDGHHQVLQRTXHHVSHFLÀFDPRVREMHWLYRVHFRQWH~GRV
GDDomRHGXFDWLYD
(VVDPHVPDDXWRUDHVWDEHOHFHTXHDRVHOHFLRQDUFRQWH~GRVRSURIHVVRU
GHYHREVHUYDURVVHJXLQWHVFULWpULRV
XWLOLGDGH2VFRQWH~GRVVmRFRQVLGHUDGRV~WHLVTXDQGRWrPYDORUSUiWLFR
H DMXGDP R DOXQR QD YLGD TXRWLGLDQDLVWR p GHYHP HVWDU DGHTXDGRVjV
H[LJrQFLDV HFRQGLo}HVGRPHLRHPTXHYLYH R DOXQRVDWLVID]HQGR VXDV
necessidades e expectativas;
VLJQLÀFDomR2VFRQWH~GRVVmRFRQVLGHUDGRVVLJQLÀFDWLYRVTXDQGRHVWmR
UHODFLRQDGRV jV H[SHULrQFLDV DQWHULRUHV GR DOXQR LVWR p jV H[SHULrQFLDV
YLYLGDVSRUHOH2SURIHVVRUGHYHID]HUXPDSRQWHHQWUHRFRQWH~GRQRYR
HRMiFRQKHFLGRWRUQDQGRDTXHOHLQWHUHVVDQWHSDUDRDOXQR
DGHTXDomRDRQtYHOHGHVHQYROYLPHQWRGRDOXQR2VFRQWH~GRVGHYHP
UHVSHLWDURJUDXGHPDWXULGDGHGRDOXQRLVWRpVXDVHVWUXWXUDVFRJQLWLYDVH
FRUUHVSRQGHUjVDSUHQGL]DJHQVHVVHQFLDLVHGHVHMiYHLVSDUDVXDIDL[DHWiULD
servindo para o desenvolvimento de suas potencialidades;
ÁH[LELOLGDGH2VFRQWH~GRVGHYHPVHUÁH[tYHLVLVWRpSRGHPVRIUHUDOWH
UDo}HVGHYHQGRVHUVXSULPLGRVXQVHFRORFDGRVRXWURVDÀPGHDMXVWiORV
jVUHDLVFRQGLo}HVQHFHVVLGDGHVHLQWHUHVVHVTXHVXUMDPQRSURFHVVR

25*$1,=$d®2'26&217(Ó'26
8PDYH]VHOHFLRQDGRVRVFRQWH~GRVHOHVSUHFLVDPVHURUJDQL]DGRVLVWR
pDSUHVHQWDGRVQXPDVHTXrQFLDOyJLFDHSURJUHVVLYD3DUDRUGHQDUHVVHV
FRQWHXGRV+$,'7RIHUHFHGRLVSODQRVGHGLVSRVLomR
SODQRWHPSRUDOQRTXDORVFRQWH~GRVVmRGLVSRVWRVDRORQJRGDVVpULHV
VHJXLQGRQHVVHFDVRDXPDRUGHQDomRKRUL]RQWDOGRFXUUtFXOR
SODQRGHXPDPHVPDVpULHQRTXDOVHID]DUHODomRGHXPDiUHDFRPD
RXWUDVHJXLQGRDXPDRUGHQDomRYHUWLFDOGRFXUUtFXOR
4XDQWRDRVFULWpULRVSDUDDRUJDQL]DomRDDXWRUDRIHUHFHRVVHJXLQWHV
FRQWLQXLGDGHVHTXrQFLDHLQWHJUDomR
$FRQWLQXLGDGHHDVHTXrQFLDVHUHODFLRQDPFRPDRUGHQDomRYHUWLFDO
(QTXDQWRDSULPHLUDVHUHIHUHDRWUDWDPHQWRGHXPGHWHUPLQDGRFRQWH~GR
UHSHWLGRYiULDVYH]HVHPGLIHUHQWHVIDVHVGHXPFXUVRDVHJXQGDWUDQVFHQGH

63
 0HWRGRORJLDGR(QVLQR$SUHQGL]DJHPGH/tQJXDV

continuidade e faz com que os assuntos partam sempre dos anteriores,

aprofundando-os e ampliando-os progressivamente. Por sua vez, a integra-
omRTXHHVWiOLJDGDjRUGHPKRUL]RQWDOVHUHIHUHDRUHODFLRQDPHQWRHQWUH
DVGLYHUVDViUHDVGRFXUUtFXORYLVDQGRJDUDQWLUDXQLGDGHGRFRQKHFLPHQWR
$OpPGHVVHVFULWpULRVDDXWRUDGHIHQGHGRLVSULQFtSLRVTXHGHYHPVHU
FRQVLGHUDGRVQDRUGHQDomRHRUJDQL]DomRGRVFRQWH~GRV(LORV
RSULQFLSLROyJLFRTXHLQGLFDDVUHODo}HVHQWUHRVFRQWH~GRVWDLVFRPR
SRGHPVHUYLVWRVSRUXPDHVSHFLDOLVWDQDPDWpULD
RSULQFLSLRSVLFROyJLFRTXHLQGLFDDVUHODo}HVWDLVFRPRSRGHPDSDUHFHU
no aluno.
1XPDRUJDQL]DomRGHFRQWH~GRVLGHDOHVVHVGRLVSULQFtSLRVVHFRPSOH
WDP$RUJDQL]DomRWHPVLJQLÀFDGRHUHOHYkQFLDSDUDRHVSHFLDOLVWDHWDPEpP
HVWiDSURSULDGDDRGHVHQYROYLPHQWRFRJQLWLYRGRDOXQR

&21&/86®2
3DUDEpQV&KHJDPRVDRÀQDOGDTXLQWDOLomR1HODDERUGDPRVRSODQH
MDPHQWRGLGiWLFRTXHFRPRYRFrGHYHWHUSHUFHELGRVXS}HDQiOLVHUHÁH[mR
HSUHYLVmR9RFrYLXWDPEpPTXHRSODQRpRUHVXOWDGRGRSODQHMDPHQWR
(VVHWUDEDOKRGHSODQHMDUUHVXOWDLPSRUWDQWHSRUTXHHYLWDDLPSURYLVDomR
DMXGDDSUHYHUDVGLÀFXOGDGHVHFRQWULEXLSDUDDFRQVHFXomRGRVREMHWLYRV

RESUMO
1HVVDOLomRYRFrDSUHQGHXVREUHSODQHMDPHQWRGLGiWLFRFRQVLGHUDQGR
DSHQDVDHODERUDomRGHREMHWLYRVHDVHOHomRGHFRQWH~GRV/RJRQRLQtFLR
DSUHQGHXDGHÀQLUSODQHMDPHQWRHHPVHJXLGDYLXRVWLSRVGHSODQHMDPHQWR
EHPFRPRDOJXQVHOHPHQWRVTXHFRPS}HPRSODQRGHFXUVRGHXQLGDGHH
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ÀFRVHYLXXPDVXJHVWmRGHHODERUDomRGHREMHWLYRVSDUDRHQVLQRGHOtQJXDV
)LQDOPHQWHYLXDOJXQVFULWpULRVSDUDDVHOHomRHRUJDQL]DomRGRVFRQWH~GRV

ATIVIDADES

Temas para debates

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'HWHUPLQHDGLIHUHQoDHQWUHSODQHMDPHQWRHSODQR
4XDOpDLPSRUWkQFLDGRSODQHMDPHQWRGLGiWLFR"

64
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Aula

([SOLTXHDGLIHUHQoDHQWUHREMHWLYRVJHUDLVHHVSHFtÀFRV
([SOLTXHRTXHpFRQWH~GR
)DoDXPUHVXPRVREUHDRUJDQL]DomRGHFRQWH~GRVDSUHVHQWDGDQHVWDOLomR
5
4XDOpDUHODomRHQWUHREMHWLYRVHFRQWH~GRV"
&RQVXOWHXPOLYURGLGiWLFRGHSRUWXJXrVHGHSRLVFRPHQWHDVYDQWDJHQV
HDVOLPLWDo}HVHPUHODomRDRVREMHWLYRVHFRQWH~GRV

Temas para aprofundar

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HH[SOLFDUSRUHVFULWRHFRPVXDVSUySULDVSDODYUDVHPTXHFRQVLVWHFDGD
um deles.
'HVGREUDURVHJXLQWHREMHWLYRJHUDO HPHVSHFtÀFRV ´DQDOLVDURWH[WR
HVFULWRHFRQKHFHUVHXYRFDEXOiULRµ
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GLGiWLFRFROHWDUGRFXPHQWRVGHSODQRVGHHQVLQRHDQDOLVDUVHXVREMHWLYRV
HFRQWH~GRV
4. Elaborar um plano de curso para um ano letivo e, em seguida, escolher
uma unidade e elaborar os respectivos planos de aula.

35Ð;,0$$8/$
1DSUy[LPDDXODFRQWLQXDUHPRVUHÁHWLQGRVREUHRXWURVFRPSRQHQWHVGR
SODQHMDPHQWRPpWRGRVUHFXUVRVHDYDOLDomR

$872$9$/,$d®2
1HVWDOLomRYRFrDSUHQGHXD
LGHQWLÀFDURVWLSRVGHSODQHMDPHQWRGLGiWLFR
GHÀQLUHHODERUDUREMHWLYRVJHUDLVHHVSHFtÀFRV
GHÀQLUVHOHFLRQDUHRUJDQL]DUFRQWH~GRVGHHQVLQR
4. elaborar um plano de curso, de unidade ou de aula.
)DoDVXDDXWRDYDOLDomRSHUJXQWDQGRVHUHDOPHQWHDSyVHVWDOLomRYRFrVH
VHQWHFDSD]GHUHDOL]DUHVVDVDo}HV&DVRFRQWUiULRQmRKHVLWHHPUHYHURV
LWHQVDSUHVHQWDGRVIDODUFRPVHXWXWRUSHGLUOKHRULHQWDo}HVRXFRQVXOWDUR
FRRUGHQDGRUGDGLVFLSOLQD2SDSHOGHOHVFRQVLVWHHPDMXGiORQHVVDWDUHID
/HPEUHVH DV G~YLGDV QXQFD VHUYHP GH DOLPHQWR DSHQDV FRQWXUEDP D
mente e por isso precisam ser dissipadas o quanto antes.

65
 0HWRGRORJLDGR(QVLQR$SUHQGL]DJHPGH/tQJXDV

5()(5È1&,$6
+$,'75HJLQD&pOLD&D]DX[&XUVRGHGLGiWLFD*HUDO6mR3DXOR$WLFD
2006.
SCHMITZ, Egidio. )XQGDPHQWRVGD'LGiWLFD6mR/HRSROGR(GLWRUD
Unisinos, 1993.
/,%$1(2-RVp&DUORV'LGiWLFD6mR3DXOR&RUWH](GLWRUDLP
SUHVVmR
9$/(0DULD,UHQH3HUHLUD$VTXHVW}HVIXQGDPHQWDLVGDGLGiWLFD5LRGH
-DQHLUR$R/LYUR7pFQLFR
CORDEIRO, Jaime. 'LGiWLFD6mR3DXOR(GLWRUD&RQWH[WR
/())$9LOVRQ-&RPRSURGX]LUPDWHULDLVSDUDRHQVLQRGHOtQJXDV,Q
3URGXo}HVGHPDWHULDLVGHHQVLQRWHRULDHSUiWLFD(GXFDWS

66