Formação continuada de professores: o papel do Centro de Formação da cidade de Juiz de Fora

Abstract

This study aims to understand the role of the Teacher Training Center in the continuing education of teachers in the municipal school system of Juiz de Fora. Specifically, it seeks to investigate public policies related to continuing education in the municipality between 2020 and 2024, map the courses offered, and analyze the perceptions of course participants and trainers based on the training proposals offered during and after the pandemic. The research adopts a qualitative approach, based on Stephen Ball and Bowe's Policy Cycle, and uses official documents, course catalogs, questionnaires, and interviews to explore the topic. The historical and bibliographical context of this study highlights the influence of organizations such as the World Bank, for example, in the formulation of policies and proposals for teacher training, especially after the reforms of the 1990s, which directly impacted teaching practices and the organization of the Training Center over time. The pandemic also caused significant changes, such as the increase in the offer of distance learning courses, in contrast to the initial proposal to meet the specific demands of the municipal school system. Thus, the analysis developed throughout the research shows that the continuing education promoted by the Teacher Training Center (CFP) is constructed within a field of tensions, marked by institutional demands, legal requirements, pressures from educational policies, and the search for reflective and contextualized training processes. Therefore, the data from this research revealed that, although the CFP plays its role in promoting continuing education strategically, its actions are affected by structural challenges such as the precariousness of teachers' work, dropout rates in courses, and the difficulty of consolidating continuing education as a space for reflection on the practice of teachers in the Juiz de Fora school system. Therefore, the study allows us to understand how the CFP is not merely an executor of training policies, but a space of contention, the unfolding of which is revisited and deepened in the final considerations of this dissertation.