A formação continuada de professores da Rede Estadual de Educação de Minas Gerais: a perspectiva de uma escola no município de Ribeirão das Neves

Abstract

The present work has as its general objective to understand the difficulties encountered by the teachers of School #1, located in the town of Ribeirão das Neves, to participate in the continued education offered by the State Secretary of Education of Minas Gerais, Brazil. This work was developed under the Professional Master's Program of the Graduate Program in Management and Evaluation of Public Education (PPGP), the Center for Public Policies and Educational Evaluation (CAEd) and the Faculty of Education of the Federal University of Juiz de Fora (UFJF), and aims to analyze the offering of continued education carried out by the Secretary of Education between the years of 2012 and 2015. As our specific objectives, in Chapter 1 we will describe the model followed by the Secretariat of Education to provide the continued education, as well as the participation of the school teachers, analyzing the difficulties faced by them in taking part in this training - such as personal, school-related and administrative difficulties. To that end, the research that supported this study focused on quantitative data on the permanent formation of the school and state teachers; identified the training activities offered by the School of Vocational Training and Development of Educators (Magistra); made use of bibliographical and documentary research, including the contextual result of the 2015 Brazil Quiz, as well as questionnaires and semi-structured interviews directed to the teachers and school manager to diagnose the possibilities of attending the courses offered by the SEE and the reasons presented. Among them were the distance between the place of the course and the school, the lack of financial subsidy, the lack of release of the school manager so that the teacher attended the activities, the lack of time to attend in-person courses, the lack of time to attend courses in general, lack of knowledge about the provision of continuing training activities of the SEE, and topics of training activities that did not interest the teacher (because they are managerial). In Chapter 2, which is analytical and theoretical, we present the theoretical lines that supported the interpretation of the data found; the study was supported by the theory of learning communities based, among other authors, on Furllan and Hargreaves (2000), Alarcão (2001), Imbernón (2009), and Gatti, Sá Barreto and André (2011). Finally, in Chapter 3, which is propositive, we elaborate an Educational Action Plan (PAE) with the purpose of presenting a suggestion of additional activity to contribute to the permanent formation of the school teacher, minimizing the problems encountered and making teachers active agents in their own training in the school environment.