O curso de pedagogia do plano nacional de formação de professores da educação básica (Parfor) no município de São Paulo de Olivença (AM)

Abstract

The present dissertation, developed at the Graduate Program in Education Management and Assessment of the Centre for Public Policies and Assessment in Education at the Federal University of Juiz de Fora, had as its theme the Pedagogy course of the National Plan of Basic Education Teacher Training (Parfor, in Portuguese) in the municipality of São Paulo de Olivença / AM. Parfor, in its presential form, is an emergency program that aims at inducing and supporting public higher education to current teachers in the public network of basic education, so that these professionals may obtain the academic requirements established by the Law on Guidelines and Basis on National Education (LDBEN, in Portuguese) of 1996. According to data by Inep, in the year 2012, only 29,6% of the teachers who taught at the municipal public network of São Paulo de Olivença had higher education. The present study aimed to identify, analyze and assess the main challenges in implementing the Pegagogy course of Parfor in São Paulo de Olivença, between 2010 and 2015, as well as proposing an action plan in order to subsidize improvements in the implementation of the program for future classes. The research was of qualitative basis, with interviews being conducted with the Head Coordinator of Parfor/UEA, the Head of the Pegagogy course, the Municipal Secretary of Education of São Paulo de Olivença and with the President of the Permanent State Forum in Support of Teacher Training, as well as a survey to training teachers and their students. This research had as theoretical basis the concepts by Saviani (2009), aiding the discussion regarding the historical aspects of teacher training in Brazil; Scheibe (2010), contributing with analisys on the new National Education Plan (PNE, in Portuguese), regarding the valuing of basic school teacher training ; Scaff (2011) helping in the understanding of the advancements and challenges of current policies related to teacher training and Menezes e Rizo (2013). The results of the research pointed to four main issues: i) absence of capacitation courses to the training teachers; ii) inefficiency of means of communication to divulge the Program among the teachers of the municipaly to have not acquired a higher education degree; iii) lack of a policy on teacher valuing with guaranteed enrollment and permanence on the courses; iv) permanent delay in delivering course materials to the students. From these conclusions, as a way of dealing with these issues, we have outlined a plan of intervention anchored on the following proposals: i) organizing a capacitation course to the training teachers; ii) conducting seminars to divulge the Parfor program among the teachers who still do not have a higer education degree; iii) creating a Policy of Teacher Valuing, and iv) elaborating the teaching material in the municipality of São Paulo de Olivença. All of these proposals have as their goal the improvement in the processes of implementing and management of the Parfor program in São Paulo de Olivença.