O processo de autorização para lecionar na Superintendência Regional de Ensino de Carangola – MG: desafios e perspectivas

Abstract

The present dissertation was conducted within the scope of the Professional Master’s course in Management and Evaluation of Education (PPGP) of the Public Policies and Evaluation of Education Center at the Federal University of Juiz de Fora (CAEd/UFJF). During the authorization process for teaching, there were many difficulties and challenges. Because of the professional experience related to that context, this theme was chosen for this study. The management case to be studied has the investigation question: How is the authorization process for teaching at the Regional Educational Superintendence (RES) from Carangola? Therefore, the general research objective is to investigate how is the elaboration process operation, related to the teaching authorization at this Superintendence. Besides, the specific objectives are: i) describe the authorization process for teaching in Minas Gerais and in Carangola, based on the existing legislation; ii) analyze the used criteria by the workers for the Titles Evaluation Certificate (TEA) emission; iii) describe the difficulties lived by them during this process and the possible consequences for the ones that receive or not the authorization; iv) propose actions to improve the authorization process, so that it can be possible to overcome those difficulties. This dissertation has a theoretical-methodological discussion about the possible reasons for the non-existence of enabled professionals. Because of this reality, it is necessary the TEA. Besides, it is also discusses the possible interference of the teachers' formation at the teaching quality and the influence of the human resources at the management case studied. Thus, the methodology for this dissertation is based on the qualitative research and has as its instruments the semi-structured interviews and the documents analysis. To do so, there were interviewed people involved directly or indirectly with the authorization process for teaching. The reason for this method was to verify the perspectives and challenges of this process. Through this research, it was possible to discover that the responsible managers for the TEA emission don’t offer formations to this function’s workers. Besides, there is no profile for working in this sector and this process is not so objective. All of that can harm the authorizations requesters, since in different years, depending on who authorizes, they can be authorized for different disciplines. This reality can damage the worker responsible to those authorizations, since there may be a judicial process, harming the RES. With the intention to improve those problems, we propose an Educational Action Plan, composed by three pivots. The first one is referent to the analysis and description of the TEA confection role; the second one is related to the formation actions by the RES; the third one proposes the authorized teachers’ accompaniment by the RES and the school pedagogical team. The last one brings suggestions for improvements at the resolutions related to the TEA and possible upgrades to the authorization process for teaching. This study is relevant for the education, since those challenges diminutions may increase the possibilities to authorize people with proper formation to the teaching content.