Without neglecting the progress of previous PPAs, the preparation of the current multi-year plan did not really take into account the following three aspects in particular: (i) simplification – the draft law only explains what is provided for in the Constitution; (ii) fiscal realism – stemming from the current legal framework and the current context of limitation of public funds; and (iii) integration into the strategic planning of ministries and the evaluation of public policies, as well as into budgetary and financial implementation, thus enabling the systematic review of final programmes and their objectives and objectives. It is a deliberate, political and technical effort to guide the activities of the education sector and to try to rationalize the objectives and means of achieving the proposed objectives. It is intended to the extent that it cannot be influenced by chance. It involves the knowledge of reality, presupposes decisions and the definition of means to achieve a certain goal. It is political because it is committed to the social and political goals of society. It is technical because it requires the use of effective means to achieve the results. Its basic assumptions are: the formation of the educational philosophy of the country, which proves the value of people and school in society. It is operationalized in plans and projects and has a procedural character, so it represents a permanent activity of reflection and action in the search for alternatives to problem solving and decision-making. It occurs in three dimensions that are interconnected: 1.
Planning of the education system: It occurs at the macro level, refers to the planning of the entire education system of the country and refers to the orientations of education policy and the best way to achieve it. It reflects the vision of the world, of man, and therefore requires a commitment to building society and must meet both the development needs of the country and those of the individual (corresponds to the planning carried out at the national, state or local level). It is a State intervention aimed at the implementation of a particular educational policy established with the aim of enabling the education system to perform the functions to which it is entitled at a given historical moment. 2. School planning: It is carried out within the school unit and is characterized by the act of organizing teaching and learning activities, which is determined by pedagogical intentionality and includes goals, values, attitudes, content and how educators act. It is a way of dimensioning school activity in a political, scientific and technical dimension, so it should be the result of discussions and contributions of the school collective, in addition to a permanent activity of reflection and action. Currently and in accordance with the Directives and Principles Act No. 9.394/96 school planning must be carried out through the elaboration of the pedagogical and political project and include different planning moments: the definition of a reference framework, the elaboration of a diagnosis and the proposal of a program for the implementation of the measures necessary for the implementation of a critical, reflective and participatory pedagogical practice (PASSOS, 2003). This is the complete planning of the institution. It should therefore express the culture of the school, as it is based on the beliefs, values, meanings, ways of thinking and acting of the people who developed it, and also contains the general proposal of the learning experiences offered by the school, integrated into the different components of the program.
As part of the implementation of management management, official bodies, as well as school units, have disseminated another form of school action planning, the School Development Plan (PDE-School), a strategic planning that has as a prerequisite the perspective of rationality and productivity in a commercial vision of the school. It is part of the School Strengthening Fund (FUNDESCOLA) program and stems from a funding agreement between the World Bank and the Ministry of Education and Culture (MEC), developed in collaboration with the education departments of participating and local states. Its design is based on the principles of justice, efficiency and complementarity (FONSECA; OLIVE TREE; TOSCHI, 2004). 3. Lesson planning: takes place at the micro level and focuses in particular on the activities to be developed by teachers and students in daily school life in order to acquire knowledge. It must start from the concrete reality, both from the subjects and the subject of knowledge and from the context in which the pedagogical action takes place. Lesson planning must be in line with the overall teaching planning, which is explained in their pedagogical and political project (LIBÂNEO, 2003). Since it is the organization of pedagogical work itself, this means defining the objectives taking into account the development and production of knowledge; Predict content that should be closely related to students` life experience, not as a mere applicability of content in everyday life, but as a means of leading to meaningful appropriation of that content; Selection of methodological procedures to identify the best way to develop activities with regard to student learning; Finally, establish evaluation criteria and procedures.