A política de formação continuada docente da rede municipal de educação de Guarulhos/SP (2001-2020)

• Ano de defesa: 2020
• Autor(a) principal: Oliveira Filho, Edvaldo Dos Reis [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Continuing Teacher Education; Framework For Necessary Knowledge; Educational Politics; Cemead; Guarulhos/SP; Formação Continuada Docente; Quadro De Saberes Necessários; Política Educacional
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=10255960; https://hdl.handle.net/11600/64837

This study is part of the field of teacher education, with a focus on continuing education, and aimed to analyze the training policy implemented in the municipal education network of Guarulhos/SP during the Governments of Elói Pietá (2001-2008), Sebastião Almeida (2009-2016) and Gustavo Costa (2017-2020). The specific objectives sought to: 1) trace the history of the training policy in the period indicated; 2) to investigate the concept of training underlying the training policy implemented in the municipality; 3) analyze the impact of this policy on the valorization of teaching; and 4) verify the effects of continuing education on pedagogical practice, from the perspective of teachers. For such, historical and dialectical materialism was used as a research method, in order to understand the material bases that support the hegemonic discourse of continuing education and its conversion into educational policies. As part of the methodological procedures, an extensive documentary research was carried out, using different sources from the period between 2001-2020, and five teachers from the Guarulhos municipal network were interviewed, through a semi-structured script, to better understand the phenomenon under study. As a theoretical framework, some contributions from historical-critical pedagogy were adopted, regarding especially Saviani's studies. The study concluded that the training policy implemented in the first office term (2001-2004) of the Elói Government was guided by a humanizing conception, tributary of Freire's pedagogy; in the second term (2005-2008), with the approval of the “Plano de Carreira do Magistério” (Teaching Career Plan), this conception incorporated the professional valorization discourse more appropriately, and it was found that the training courses and events were articulated with each other as a cohesive whole to make sense of the broader educational policy. In the first term (2009-2012) of the Almeida Government, the Proposta Curricular: Quadro de Saberes Necessários (Curricular Proposal: Framework for Necessary Knowledge) was published, also based on the humanizing concept of education, which began to guide training as a whole; there was the continuity of some courses and events previously offered, however the initial training in Pedagogy was highlighted; in the second term (2013-2016) the Centro Municipal de Educação à Distância Maria Aparecida Contin (Maria Aparecida Contin Distance Education Municipal Center) was created, and upon from 2015 restrictive measures to limit spending public funds were adopted, which impacted teacher training. The Guti Government (2017-2020) broke with educational policies from previous administrations, adhered to the Lemar Foundation's Formar Program, which introduced a concept of training inspired by managerialism, whose priority is the result of external evaluations.