Políticas de formação continuada de professores: dos marcos legais à realidade da rede municipal de ensino de Juiz de Fora/MG

Abstract

This dissertation sought to understand how the managers of the municipal education and the Teachers Union of Municipal Juiz de Fora / MG assess the continuing education of teachers made by that school system, within which educational policies and the space for and / or occupied by the teachers in this process. To this end, we sought to address methodological foundation of the Case Study. The instruments chosen for the completion of fieldwork were document analysis, questionnaires and structured interviews. The first phase of the study was based on analysis of documents relating to the continuing education of teachers in municipal schools. Soon after, a questionnaire was administered to teachers from 1st to 5th years of primary education schools selected a total of 67 teachers, with the goal of identifying the evaluation and the space occupied by them in the construction and execution of the policy of continuing education offered in the city . The analyzes of these immersions subsidized the initial construction of the interview used in the third phase of the investigation. Individual interviews, semi-structured, were made with five managers of municipal schools: Municipal Secretary of Education - Administration 2009-2012, coordinator of the Department of Education Policies of the municipal education coordinator of the Teachers Union of Municipal and two directors selected schools. The process of data analysis was performed using the three dimensions defined in the study: what teachers say about the continued formation of the municipal Juiz de Fora, evaluation of municipal managers on the policy of continuous formation of this network education and the place of teachers in the policy of municipal schools in the eyes of teachers and administrators. From these dimensions, discusses the process of building a politics of teacher education, models of this action, the relationship between training and professional development, including the training and improving the quality of education, working conditions, the school environment, teaching practice, among others, drawing on the contributions of Antonio Nóvoa, Donald Schön, Marcelo Garcia, Bernadette Gatti, Cecilia Borges, Selma Garrido pepper. Research has shown that there is no written record systematizing the policy of continuing education in the municipal Juiz de Fora, nor evidence of a collective action for this purpose. To the representatives of the municipal education, how is this organized political network enables the participation of the teacher. Moreover, the teachers, the principals and the coordinator of the union do not recognize a democratic space for teachers in this field. For them these actions are defined by the secretary and she performed. Furthermore, they point the time factor as a major obstacle that prevents teachers from participating in the tender vogue. This shows the need to rethink the policy of valuing the professional education in the city. It is hoped that this study will contribute to a deeper reflection on the continued education policies, but mainly on the place occupied by the teacher and for the preparation and execution of this policy.