Uma análise do Programa “Educar pra Valer” na formação de pedagogos/as do município de Vila Velha - ES

• Ano de defesa: 2023
• Autor(a) principal: Andolphi, Ludimila Barreto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Programa “Educar pra Valer”; Formação continuada; BNC - Formação Continuada; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/12487

The work presents an analysis of the “Educar pra Valer” Program in the Training of pedagogues in the municipality of Vila Velha – ES, in the context of macropolitics that is based on a production system in the capitalist world, which seeks to control and shape training for adaptation to market demands. It presents, as a general objective, to analyze how the training spaces of the “Educar pra Valer” Program adopted by the Municipality of Vila Velha (ES) are constituted. From this perspective, the problem focused on investigating how the training offered by the Department of Education of the municipality of Vila Velha (ES) enhances or does not enhance the micropolitics created in meetings with pedagogues; and how pedagogues articulate regulatory guidelines to their own inventiveness based on proposals from the Department of Education. To this end, the methodological path is characterized by cartographic study that enabled the understanding and expansion of thinking on the way of monitoring and doing science in collective production, going beyond the limits of methodology as a set of pre-established norms and procedures, but as a flexible possibility of analysis. The observation process, followed by analysis, demonstrates that the training developed by the Educar Pra Valer Program produced contradictory and ambivalent forces to the model already implemented, based on the premise that school routines are inventive and do not guarantee homogenization. Based on the Philosophy of Difference, the study bets on the possibility of training as an opening to the field of possibilities, betting that the forces of micropolitics resist even if not in these encounters, but in the life that pulsates in the school. It can be inferred that pedagogues articulate regulatory guidelines to their own inventiveness based on proposals from the Department of Education and that the immanent experience of pedagogues' composition has been captured by dominant training policies. Mapping the movements, flows and escapes that emerged in the formative meetings was difficult, considering that these spaces are taken over by the force of macropolitics. Therefore, it was not possible to affirm that there are possibilities of shifts in structural relations that make it possible to create forms and forces, since, once educational policies are established, they will serve as a model and reinforcement of the theoretical and capitalist perspective of social maintenance.