VERONETE DIAS GOMES

TITLE: “PNAIC IN THE ARAGUAIA NORTH REGION: POLICY, COURSE AND RESULTS”.

ABSTRACT:This research was carried out to attend the Education Master Program of the Federal University of Goiás, Jataí Regional, in the Research Line Educational Policies, Management and Teacher Training. The research referred to the continuing education of literacy teachers from the Northern Araguaia Microregion, also known as the Northeast region of the Mato Grosso State. The object of study of this research was the PNAIC, implemented by the Ministry of Education (MEC) as a continuing education program, developed from 2013 to 2017, at the national level, and which was configured as a reference for continuing education for teachers/literacy teachers of the Mato Grosso State. The general objective of the research was to reflect critically on the formation of PNAIC for the construction of the pedagogical praxis of the North Araguaia literacy teachers and as a central problem, the question: how has PNAIC materialized in the school spaces and in the pedagogical praxis of the literacy teachers? The research structure was based on authors who discuss educational public policies and teacher education, demystifying the concepts built by neoliberal ideas and the intentions that permeate teacher education programs. The investigation was based on the search for the exercise of qualitative research, such as bibliographic, documentary and field study. From the dialectical historical materialism, we intertwine research in order to understand the reality of the continuing education of teachers within the PNAIC. In this research, we defined the qualitative approach, based on the understanding of Minayo (2009), based on the essence of the interviewed teachers' statements, categorized as follows: pedagogical praxis, teaching work, continuing education and management for results. The semi-structured interview with literacy teachers who participated in the PNAIC in the municipality of Confresa/MT and who are teaching in schools belonging to the Northern Araguaia microregion specifically in the municipality was adopted as a technique. We listed 06 (six) schools in the municipality covering the municipal and state network, as well as field and city. From the analysis of the interviews, we infer that the PNAIC was yet another commodified formation, in which competences gained a major place in the production of knowledge, thus fragmenting the formation of teachers. By destroying the elaborate knowledge necessary for intellectual development and human and autonomous conditions, the PNAIC intensified the ideology of alienating practices, not contributing to the humanization process, but strengthening technical activities aimed at meeting a growing market demand.