Acesso e permanência dos professores da rede estadual do Amazonas no plano nacional de formação de professores da educação básica (PARFOR)

Abstract

The present dissertation was developed within the Professional Master's in Management and Evaluation of Public Education (PPGP) from the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). The management case studied, discusses the access and the abiding of the teacher from the state of Amazonas in the National Plan for Training of Basic Education Teachers (PARFOR), which was implemented in the state in 2009, when the government joined the federal initiative with the perspective of supplying the need for training in undergraduate courses for teachers from the State. The overall goal set for this study was to analyze the barriers for teachers access and permanence in the educational process of the courses validated by the PARFOR, in Amazonas, where the program had low access rates and high dropout rates, mainly when distinguished from the demand of teachers of the state network. Therefore, qualitative research was used as methodology, with the use of interviews with teachers of the state network, residents in Manaus, who enrolled in the courses of the UFAM (Federal University of Amazonas), within the PARFOR, in the municipalities of Manaus, Iranduba and Manacapuru, as well as the coordinators of the program in the latter two municipalities. They served as a basis for the analysis and interpretation of data the theoretical apparatus of Antônio Nóvoa (1991), Rosana Alves (2015), Dermeval Saviani (2009), Bernadete Gatti (2013), Helena de Freitas (2007), by approaching historical of teacher training and professionalization, as well as Valdinei Souza (2014), Jorge Oliveira (2015), Elisângela Scaff (2011), Janaína Menezes and Gabriela Rizo (2013) for having analyzed the challenges in implementing PARFOR. The results of the field research revealed a series of problems that affected access and permanence of the teacher from Amazonas in the program, such as: financial problems to pay for passages, food, transportation, and accommodation; Lack of release for teacher to attend classes from PARFOR; Lack of divulgation and program information with the teacher; lack of internet connection; Technical difficulties in dealing with the Freire Platform and with the internet. Among the obstacles, the financial ones were the most aggravating, because they are tied to the lack of institutional support both as regards the performance of the state and the municipalities of Iranduba, Caapiranga and Manacapuru, which constituted a breach of the technical cooperation agreement, which was concluded in collaboration between the federated entities, from 2009 to 2016, when the Decree 6.755 from January 29th, 2009, was revoked by Decree No. 8,752 of May 9th, 2016. Faced with these obstacles, an Educational Action Plan for SEDUC/AM (SECRETARY OF EDUCATION/AMAZONAS) was proposed, in order to minimize the challenges faced by teachers in PARFOR, with a view to implementing the new National Policy for the Training of Primary Education Professionals.