Aspectos relevantes das políticas públicas de formação de professores: considerações dos gestores educacionais da cidade de Goiânia

• Ano de defesa: 2010
• Autor(a) principal: SANTOS, Jane Darley Alves dos
• Orientador(a): ECHEVERRÍA, Agustina Rosa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Mestrado em Educação em Ciências e Matemática
• Departamento: Ciências Exatas e da Terra
• País: BR
• Palavras-chave em Português: formação de professores; gestores; políticas públicas; 1.Formação de professores 2.Gestores 3.Políticas públicas
• Palavras-chave em Inglês: teacher training; managers; public politics
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tde/538

This research is included in the field of teacher training and the politics of teacher training. Its aim was to analyze what the state managers think about the aspects that these politics (initial training, continuous training, politics of teacher training, career plan, teachers salary and facilities of the school). We started from the context of changes in the political, economical, social and educational areas that take place in the decade of 1990. From this period on, new demands postulate the training of a professional profile spreading a new conception of management present in the nowadays politics that take form aiming at the teacher training in Brazil. The research involved six managers in several areas of Goiânia. The methodological instruments used were semi-structured interviews through which we tried to identify the managers understanding about issues related to the training and to the politics of teacher training. The results indicated that the profile of the manager proposed by these politics is the one of a leader with managing/administrative competences that incorporated the discourse of neoliberal ideas. Therefore, we consider important the creation of places for collective discussions as a way to develop a more critical and political look on the investigated aspects besides rescuing the collective dimension of the teaching work which is lost in the midst of actions turned to individualizing the teacher and the manager.