Plano Estadual de Educação: formação docente e pertinência dos direitos humanos na escola

• Ano de defesa: 2020
• Autor(a) principal: Toledo, Ringson Gray Monteiro de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Plano Estadual de Educação; Formação docente; Direitos humanos; State Plan of Education; Teacher training; Human rights; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/18294

Among public educational policies, teacher training is found to be the most relevant, given the transformative role it proposes. In this sense, teacher education has proved to be a challenge, considering the deficiencies either in the initial or continued process. This aspect, at times, ends up revealing results that lead to school daily life. In this sense, in addition to this observation, it is essential to emphasize that the training of teachers, in a paradigmatic perspective, should problematize social issues, including training proposals that focus on Human Rights. The object that guides this work is the study of the State Education Plan of Paraíba / PEE-PB, Law nº 10.488 / 2015 and the Teacher Training in Human Rights, as set in Goal 13 of the respective plan and the relevance of Human Rights at school . In this context, the general objective was to analyze, in the Paraíba State Education Plan, Law No. 10,488 / 2015, the proposal for Teacher Training in Human Rights and specific objectives: to investigate, through the application of a questionnaire, such as pedagogical listening, which perception interviewees have about the State Education Plan, its execution and the insertion of the theme of Teacher Training in Human Rights, in addition to identifying, based on the National Education Plan and the state plans of the 08 (eight) Northeastern states and the educational plan which contradictions were verified in the Human Rights Teacher Training. Qualitative research consolidated its methodology in aspects of Dialectical Historical Materialism, in addition to the use of documents and bibliographies by authors such as Arendt, Bobbio, Magendzo, Saviani, Zenaide, Guimarães, Rodrigues, Trindade, Freire, Richardson, Frigotto, among others, in addition to research in institutional documents, such as the National Education Plan / PNE, Law No. 13,005 / 2014 of the Law of Directives and Bases of Education / LDB No. 9394/96 and the Federal Constitution of 1988 CF / 88. We reiterate the importance of listening to the research subjects through members of the State Education Council of Paraíba CEE / PB, who collaborated in the preparation of the respective Paraíba plan. The work sought to demonstrate the relevance of the Human Rights teacher training proposal at school, based on the interviewees' impressions, as well as on the PEE / PB execution and monitoring process.