A Concepção de formação continuada nos programas da União e repercussões no âmbito municipal

• Autor(a) principal: Rocha, Luciene Martins Ferreira
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFGD
• Texto Completo: http://200.129.209.58:8080/handle/prefix/85
• topic: Educação básica; Política educacional; Formação de professores; Elementary education; Educational policy; Teacher education; CNPQ::CIENCIAS HUMANAS::EDUCACAO

It’s a consensus among educators that education is a social practice and has fundaments in a group of values, codes and signs. Thus, education reappears in the debate as being responsible for the socialization of historically produced technical and scientific knowledge and for the development of abilities, competences and attitudes required by a social and productive life. Given that, curriculum reforms appear to all the levels of teaching with the consequent diversification of teachers’ attributions followed by the comprehension of docent work. One of the ways found to comprehend these changes is the continuous formation. Public Policies appear. This research seeks to answer the following question: what concept of continuous formation of the PRALER and Pró-Letramento programs bring and what relationship is observed between the PRALER Programand the municipal IDEB? It has as its general objectives learning the conception of continuous formation of the “PRALER” and “Pró-Letramento” Programs and analyze the relationship of the first with Education Development Indexes presented by sul-mato-grossense counties and as specific objectives: a) identify concepts of continuous formation through bibliographic studies; b) describe the PRALER and Pró-letramento programs and analyze the concept of continuous formation they bring forth; c) identify which of the Union’s continuous formation programs were executed/developed in the municipal ambit; d) analyze the relationship between the PRALER Program and the positive variant of the municipal IDEB between 2005 and 2007, in selected counties. To do so, the study was performed in a qualitative approach. The study demanded a bibliographic research, opportunity in which prior information and knowledge of the problem were researched, as well as an analysis of documents seeking the apprehension of the concept of continuous formation brought by the Programs focused upon. The empiric field was composed of the five sul-mato-grossense counties that displayed greater IDEB values in 2007 The data was obtained through semistructured interviews, and corroborated by registered annotations and speech tapings, questionnaires with open and closed questions and partial reports of the “Good IDEB Results: exploratory studies of the explainable factors” research. The researchers’ interlocutors were composed by the managers (education secretaries and technicians) responsible for the continuous formation in the Education Secretaries of the selected counties. The results point out that in the PRALER and Pro-Letrament Programs the concept of continuous formation is professional development, but, based on the practical rationality. The PRALER Program did not have acceptance in the researched counties, therefore there is no relationship between those and the IDEB results.