Gestão pedagógica e formação continuada de professores: possibilidades para novas práticas formativas

Abstract

This dissertation, developed within the Professional Graduate Program in Management and Evaluation of Public Education (PPGP) at the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF), analyzed the regulatory documents issued by the State of Pará concerning continuing teacher education. It is based on the premise that the development of structured and institutionalized professional development practices can contribute to improving the quality of education. The context of the school investigated reveals a lack of formalization of pedagogical management practices, within which continuing in-service teacher education should be incorporated. Although the Pará State Department of Education provides recommendations regarding this issue, there is a lack of effective actions capable of addressing this need, leaving responsibility for such initiatives almost entirely to the school. In light of these considerations, the following research question was formulated: How do the regulations of the State of Pará guide continuing teacher education, and how can these guidelines be translated into concrete actions in everyday school practice? Accordingly, the general objective of this study was to understand the guidelines established in the regulations of the State of Pará concerning continuing teacher education, with a view to proposing actions that support their implementation within the context of Novo Horizonte State School. The specific objectives were: to describe the main regulations of the State of Pará that provide guidance on continuing teacher education; to analyze the guidelines contained in these regulations, identifying possibilities for their application within the context of the school investigated; and to propose organizational and pedagogical management actions that contribute to the implementation and operationalization of these guidelines in everyday school practice. The methodology consisted of a documentary analysis of the main regulations concerning teacher education in schools within the state. The results of this analysis showed that the regulations of the State of Pará recognize the importance of continuing teacher education for teachers’ professional development and for the improvement of educational processes. However, the findings also indicated that such recognition does not ensure the establishment of a permanent and systematic process of continuing teacher education within the school. Based on the research findings, an Educational Action Plan was proposed in three phases: the first comprising diagnosis, consultation, and consensus-building; the second consisting of bimonthly professional development meetings; and the third involving evaluation and replanning. The plan aims to implement a formalized process of continuing teacher education within the school.