Challenges for building a fair school: an analysis based on teacher planning

Abstract

The article aims to reflect on the challenges for building a fair and equitable school from reflections on planning in the school context. It seeks to contribute to research on teacher training, on the social function of the school and to deconstruct the conception of planning as a bureaucratic instrument. In this sense, it is important to emphasize that in order to build a fair school it is necessary to contemplate the needs and singularities of the students, as well as observe the educational reality and the intra-school inequalities to compose practices that guarantee the right to learn. The research was based on the following question: Is it possible, through planning, to contribute to the construction of a fair school? To this end, we used as methodology. The methodology used was bibliographic research through a literature review and educational-action research. Some suggestions and possibilities of actions and formative processes with teachers from the early years of elementary school are presented. As a result, it was verified that the complexity of factors internal and external to the school interfere in the relationships that permeate the educational spaces and times. It is advocated the need to establish a dialogical relationship and to consider the heterogeneity of students to compose plans that seek to minimize intra-school inequalities and ensure the right to learning.