Planejamento docente intencional como elemento transformador na educação infantil: análise a partir de uma experiência de estágio supervisionado

Abstract

This paper discusses the importance of intentional teaching planning in Early Childhood Education, based on experiences from a supervised internship at a public daycare center. The study is guided by the following research question: How does teaching planning contribute to intentional pedagogical practice in Early Childhood Education? Its objective is to reflect on the role of teaching planning at this educational stage. The methodology is structured as an experience report, developed through observations, written records, and the implementation of a didactic sequence during the supervised internship. The findings demonstrate that intentional planning—when attentive to children's perspectives—facilitates meaningful learning experiences, strengthens pedagogical mediation, and recognizes the child as an active participant in the educational process. Furthermore, the study emphasizes the teacher’s role as an intentional organizer of the educational routine, fostering learning in alignment with the rights and principles established by the BNCC (Brazilian National Common Curricular Base).