Política de formação continuada da SEDUC/AM: estratégias para a garantia de acesso dos professores aos cursos de 40 horas

Abstract

The present dissertation was developed within the Professional Master's Degree in Management and Assessment 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 analyzes the access of the professionals allocated in the municipalities of Amazonas countryside to the 40-hour courses offered by the Vocational Training Center Pe. José Anchieta (CEPAN) and the main objective investigates the factors that hindered this access in the period from 2011 to 2015, given that offer/realization the courses in the municipalities was very low in relation to the forecast. In this purpose, the work is divided into three chapters. The first chapter describes the case study and provides a brief outline of continuing education in Brazil and in the state of school system of Amazonas, as well as describing the structure of the Department State of Education and Quality of the Education from Amazonas (SEDUC/AM) and the CEPAN. The second chapter presents an analysis of the case study from the point of view of the importance of continuing education and the knowledges necessary for pedagogical work, defended by scholars such as Freire (1996, 2001), Gadotti (2003), Nóvoa (2009), Tardif (2010), Pimenta (1999), Saviani (1996), Imbernón (2009, 2010), which are centered in the two focal points of research, forecasting-offer/realization the courses and access of teachers of the municipalities interior of the state to courses. As methodology, it was used the case study and the qualitative research, because it is a social phenomenon inserted in a real context and enable interaction with those are involved in the process for a better description and analysis of the case. The gathering of evidence was carried out through a focus group with nine teachers, who work with formation; interview with the Director and the Manager of formation of CEPAN; and the application of survey to teachers from 13 municipalities of the state that received the 40-hour courses, from which we obtained 189 responses. The data obtained through these instruments served as a basis for the discussion of the phenomenon and the proposition of four actions to intervene in the problem, outlined in the third chapter of the study in which we present the Plan of Educational Action (PAE). Finally, the final considerations of the study are presented, highlighting the challenges faced in the accomplishment of this work, as well as what is expected with the implementation of the actions and indicatives for possible studies on the subject.