Maria Ferreira Bezerra

REFERENCE: BEZERRA, Maria Ferreira. POLÍTICAS EDUCACIONAIS EM MATO GROSSO: A FORMAÇÃO CONTINUADA DE PROFESSORES DAS ESCOLAS ESTADUAIS DO CAMPO EM RONDONÓPOLIS NO PERÍODO DE 2011 A 2016. 2017. 1-143 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, 2017.

ABSTRACT:

This research portrays the Basic Education Professionals Continuing Education Policy of Mato Grosso State. It analyzes, in the Teacher Training Center (Cefapro) of Rondonópolis, the formation of rural schools teaching professionals, in a singular way those of the state network located in this formation pole and the implications of this policy for the development of the rural education. In order to understand how the Educator Room Project takes place at school, we sought to know the training that takes place through this project and the contribution of Cefapro for this training to take place. Therefore, content analysis was adopted as the starting point of the investigation. This investigative bias allowed an understanding of the object that surpassed the fragmented view of immediate meanings. It required the researcher to read the documents rigorously and critically and enabled an understanding of the aim in its real context with its multiple determinations. We sought to look at reality in its entirety in the various relations that constitute it and follow the path of dialectics. Through this path, the analysis and interpretation of the documents was made from simple and abstract reality to a more complex one to reach the essence of the object. In this Marxian theoretical perspective, the investigation and critical presentation of the real presented itself as distinct moments, but they are dialogical and constituted the same process in which the investigation and analysis of the object were carried out. The period from 2011 to 2016 was adopted and research was focused on the continuing education documents produced by the Teacher Training Superintendence (Sufp)/Seduc, Cefapro and schools. It was noticed that rural schools are not included in the policy of continuing education of the state as a diverse and specific sociocultural space; whereas, the education of the field is mentioned only in the opinions that guide about the Educator Room Project, occupying a secondary space. It was also seen that in the specific work that Cefapro does in the training of rural educators, these factors and the reality of schools are taken into account. However, in actions that presuppose to meet the purposes of the training policy, it's held hostage by Sufp's guidance instruments. Thus, the work with the rural schools is related to the aspects of the teaching instrumentalization and to the conception of education that supports this policy. Most of the investigated schools were found to include field education themes in the Educator Class Project. However, the analyzes point to the perception that training is focused on the conceptions of state policies, focusing on competences and relevance in learning that meet educational indicators. Finally, this research points out that the Mato Grosso State needs to review its way of instituting policies and indicates the need for specific training for rural educators in order to bring the Council and society closer together in order to seek improvements in the municipal education system teaching.

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