Os desafios na implementação da política de formação continuada de professor suporte pedagógico no município de São Luís - MA

Abstract

The present study, associated with the Professional Postgraduate Program in Management and Evaluation of Public Education (PPGP) at the Federal University of Juiz de Fora (UFJF), aims to investigate the challenges in implementing the policy for the continuous training of Pedagogical Support Teachers in the municipality of São Luís do Maranhão. This scope unfolds into the following specific objectives: i) Describe how the training sessions for Pedagogical Support Teachers (PSP) from the Municipal Education Department of São Luís are organized and offered; ii) analyze the meetings and discrepancies within the training policy concerning the definition of the PSP's role in developing their pedagogical functions; iii) propose actions for the restructuring of the ongoing training policy for PSP in São Luís. The reflections of researchers such as Tardif (2000), Nóvoa (1999), Garcia (2008), Vituriano (2008), Contreras (2012), Pimenta (2012), Miziara, Ferro e Queiroz (2015), Placco (2014), and Tardeli (2014) on the professional knowledge of teachers, the knowledge, competencies, and skills inherent in their functions, as well as the valorization of teaching work, constitute the theoretical framework of the dissertation. In this perspective, a qualitative approach is adopted in the field research, and the defined methodology to be used is Critical Collaborative Research (PCCol), where we use participatory research as technical procedures due to the interaction, in a dialectical process, between the researcher and the target audience for their involvement with the studied phenomenon. The contributions presented by the group of teachers and managers of the 'Paulo Freire' Municipal School facilitate understanding the challenges for implementing teacher training policy, and the data obtained from the analyses are presented in the research results, which pointed out three major challenges: the need to study the guiding documents of the ongoing teacher training policy; to train the teacher for the use of technological resources and for tasks directly related to the classroom: projects, planning, evaluation, and all pedagogical actions; and finally, to encourage teacher collaboration in studies on teaching knowledge through critical reflection on practice for intervention in teaching/learning processes in the classroom. Based on these results, the Educational Action Plan (PAE) was structured, composed of a set of feasible actions aimed at contributing to the solution or even mitigating the problem investigated in this study.