Adrinelly Lemes Nogueira
REFERENCE: NOGUEIRA, Adrinelly Lemes. FORMAÇÃO CONTINUADA DE PROFESSORES ENTRE O OBRIGATÓRIO E O VIVENCIADO: AÇÃO SIGNIFICATIVA OU TAREFISMO?. 2017. 1-195 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, 2017.
AUTHOR: Adrinelly Lemes Nogueira
TITLE: CONTINUOUS TEACHER TRAINING BETWEEN THE REQUIRED AND THE LIVED: SIGNIFICANT ACTION OR TASK? (FORMAÇÃO CONTINUADA DE PROFESSORES ENTRE O OBRIGATÓRIO E O VIVENCIADO: AÇÃO SIGNIFICATIVA OU TAREFISMO?)
ADVISOR: Prof. Dr. Lúcia Helena M. M. Oliveira
CONCENTRATION AREA: Education
RESEARCH LINE: Educational Policies, Management and Teacher Training.
DEFENSE DATE: 02/03/2017
ABSTRACT:
This research was conducted in the Education Masters Program of the Federal University of Goiás, Jataí Regional, in the Educational Policies, Management and Teacher Training research line. Its general objective was to investigate how the Continuing Education of Elementary School teachers in the schools of a municipality of Minas Gerais is configured, and its relation with the continuing education policy that has been profiled by the Education Ministry (MEC), by the State and Municipality. The research central question was: How has continuing education occurred in schools: as significant action or task? We assume as theoretical basis authors such as Freitas (2007), Dourado (2007), Sanfelice (1999), Saviani (2014), Mészáros (2015), among others. Initially, we sought a theoretical deepening on the subject through a bibliographical research and then we conducted a qualitative field research in the municipal/state school system of a municipality of Minas Gerais, covering all elementary school teachers I ; A semi-structured interview was applied as a way of giving voice to the teachers. The data collected from the interviews were weighted in the light of the theoretical foundation. The analysis was made according to Minayo (2012) categories, based on the essence of the interviewed teachers' statements, categorized as follows: a) contributions to teaching practice; b) from structural organization to pedagogical organization; c) the role of the Municipality, State, Universities and federative bodies: effective continuing education. Within each of the categories, we list subcategories, speeches that bring with them relevant themes. Through the analysis we realize that the public policies implemented by the Brazilian governments from the 90s are the result of a whole historical process, have been marked by neoliberal traits; the continuing education programs/actions developed meet this logic, and the state of Minas Gerais has been the laboratory for many of these measures. Based on the analysis of teachers' voices, we infer that continuing education has still occurred as a task in our institutions and that the many proposals for continuing education have been implemented over the last few years as eradicating the difficulties teachers encounter, but they remain in the innocuous speech; In our view, continuing education does not yet meet the teacher's reality and many problems persist, such as poor structuring, discontinuity of government programs, fragmented, repetitive and disconnected actions with the reality of the classroom, in which theory and practice remain separate, teacher-teachers unaware of the teacher's reality; lack of university/basic education articulation, funding for qualifying teachers, salary appreciation, and actions are often not planned according to the municipalities structure.
