A formação continuada no pacto nacional pelo fortalecimento do ensino médio : o que pensam os professores orientadores?

• Ano de defesa: 2018
• Autor(a) principal: SANTOS, Julierme Antonio dos
• Orientador(a): FERRAZ, Bruna Tarcília
• Banca de defesa: OLIVEIRA, Gilvaneide Ferreira de, SILVA, Sandra Regina Paz da, ABRANCHES, Ana de Fátima Pereira de Sousa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação Associado em Educação, Culturas e Identidades
• Departamento: UFRPE - FUNDAJ
• País: Brasil
• Palavras-chave em Português: Formação de professores; Formação continuada; Política educacional; Ensino médio
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7582

The National Pact Program for Strengthening the high school, an educational public policy aimed at teacher training, instituted on November 22, 2013, proves to be of great relevance to the challenge of fostering continuing education. We seek to analyze the conception of the teachers to guide the study of the policy of continuous training experienced in the PNEM. The theme of continuing teacher education has become a discussion, mainly in a movement, a result of social demand that foresees the struggle for the quality of education. Therefore, both in the field of public policies and in the context of pedagogical practice, the proposals for initial and continuing training are structured based on conceptions and practices that present challenges for training institutions. Taking the analysis of public policies as the focus of this work, our theoretical object is the continuing education of teachers for High School, while our empirical object, the national pact for the strengthening of Secondary School, is an important policy for our research on the meanings attributed to continuing education by teachers. From a qualitative research, from the perspective of the policy cycle and using the content analysis, we carried out a bibliographical study, documentary and interviews. Thus, we conclude that the program proved to be an important moment for the continuous formation of the teachers and that contributed immensely with the rethinking of the teaching practice in High School, its organization and development obtained a positive evaluation and acceptance of the teachers (at).