Apropriações e traduções das políticas de formação continuada de professores em municípios do Espírito Santo

• Ano de defesa: 2023
• Autor(a) principal: Nickel, Monica
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Formação continuada; Professores; Gestor de formação; Políticas educacionais; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/12286

This research aims to analyze the continuing training of teachers in the City of Espírito Santo State in the context of translating training policies established based on the appropriations of training managers in the period from 2017 to 2020. The research project is linked with Continuing Training Policies Inventory of the Espírito Santo State and supported by the Research and Innovation Support Foundation. The quantitative and qualitative methodological approach uses exploratory research on two fronts: a) application of a questionnaire to training managers of the 78 Education Departments City, using a Google form: b) comprehensive interview with training managers from ten city, comprising a representative subsample with the most and least populous macroregions of the State and the Vitória city. In dialogue with Certeau (2011), Ball (2011) and Nóvoa (2002), he considers that in the interaction between the different subjects of the educational context, the continuing education policy is interpreted, translated and remade in different ways. The City of the Espírito Santo state show a have different ways of carrying out continued training based on the translation of training managers and the need to guarantee educational policies that go beyond the limits of the school; the holding of public competitions in most city to avoid teacher turnover; updating career plans to guarantee the entry and retention of master and doctor degree teachers in as professional development; recognition of the training manager's role in guaranteeing training processes, adequate working conditions in terms of remuneration and working time with training; organization of training during work time, encouraging the protagonism of teachers, pedagogues, directors and other professionals who are inserted in this context so that they can actually feel part of the training process.