Concepções de professoras de educação infantil sobre um programa de formação continuada
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2019-02-28
Autores
Silva, Célia Regina da
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Universidade Estadual Paulista (Unesp)
Resumo
A formação continuada de professores em serviço ganha destaque no Brasil a partir da Lei nº 9.394/96 – Lei de Diretrizes e Bases da Educação Nacional, que traz essa formação como um direito dos professores. A partir dessa Lei, o Ministério da Educação, por meio das Secretarias Municipais e Estaduais de Educação, investiu em programas de formação continuada que são alvos de críticas de muitos pesquisadores como Candau (1996), García (1999), Canário (2002), Nóvoa (1995; 2008), Imbernón (2010), que veem, como a verdadeira formação continuada, a que acontece na escola, entre os professores, a partir da identificação das necessidades formativas do grupo. Para Salles e Russeff (2003) e Nunes et al. (2005), o poder público tem o papel de implementar políticas de formação continuada, e sua qualidade e consonância com as necessidades formativas dos professores não estão relacionadas ao fato de a formação acontecer na própria escola ou fazer parte de uma política pública maior. Inclusive, para Salles e Russeff (2003), a crítica à formação continuada como política pública de governo, assim como a ideia de que a formação continuada deve ocorrer somente nas escolas sob a responsabilidade dos professores, é oriunda de uma política neoliberal que, entre outras coisas, retira do Estado a responsabilidade pela educação de qualidade. Diante desse contexto, por meio da pesquisa aqui apresentada, busca-se analisar um programa de formação continuada em serviço desenvolvido no município de São José do Rio Preto, no período de 2012 a 2016, identificando suas contribuições e limitações na formação de professores que atuam com crianças de três a cinco anos de idade. Trata-se de um estudo de natureza qualitativa, cujos dados foram coletados por meio da análise de documentos e questionários que foram enviados para cerca de 700 professoras da rede, obtendo respostas de 327. A caracterização das participantes mostra um grupo majoritariamente de mulheres, com um número elevado de professoras com formação em curso superior e pós-graduação. As limitações do Programa praticamente não são apontadas e a avaliação é positiva por quase todas as participantes no que se refere a trazer colaborações para os seus trabalhos. O Programa teve limitações, uma delas é ser uma formação com temas e pautas iguais para todas as docentes, porém, ainda que seja um programa de governo, e por isso se aproximar do que Candau (1996) chama de modelo “clássico”, também tem características que a autora chama de “nova perspectiva”.
The Continuing Teachers Education in service in Brazil stands out from the Law No. 9.394 / 96 - Law of Directives and Bases of National Education, which brings this formation as a right of teachers. Based on this Law the Ministry of Education, through the Municipal and State Secretariats of Education invested in Continuing Teachers Education programs that are the subject of criticism by many researchers such as Candau (1996), García (1999), Canário (2002), Nóvoa (1995; 2008), Imbernón (2010). These authors see as the true continuous formation that one which happens in the school among the teachers, from the identification of the formative needs of the group. For Salles and Russeff (2003) and Nunes et al. (2005), public power has the role of implementing policies for Continuing Teachers Education, and their quality and consistency with the education needs of teachers not relate to the fact that the formation happens in the school itself or is part of a larger public policy. Even for Salles and Russeff (2003), the critique of Continuing Teachers Education as a public policy of government, as well as the idea that Continuing Teachers Education should occur only in schools under the responsibility of teachers, comes from a neoliberal policy that, among other things, it takes away from the state the responsibility for quality education. In this context, the research presented here aims at analyzing a continuing in-service education program developed in the municipality of São José do Rio Preto, from 2012 to 2016, identifying its contributions and limitations in the Teachers Education who work with children from 3 to 5 years old. This is a qualitative study, whose data were collected through the analysis of documents and questionnaires that were sent to about 700 female teachers, obtaining answers of 327. The characterization of the participants shows a group of women, with a high number of female teachers with higher education and post-graduate education. The limitations of the program are practically unnoticed and the evaluation is positive by almost all participants in bringing in collaborations for their work. The program had limitations, one of which is to be an identical formation with equal themes and standards for all teachers. However, although it is a program of government and therefore approaching what Candau (1996) calls the "classical" model, it has characteristics that author calls it "new perspective".
The Continuing Teachers Education in service in Brazil stands out from the Law No. 9.394 / 96 - Law of Directives and Bases of National Education, which brings this formation as a right of teachers. Based on this Law the Ministry of Education, through the Municipal and State Secretariats of Education invested in Continuing Teachers Education programs that are the subject of criticism by many researchers such as Candau (1996), García (1999), Canário (2002), Nóvoa (1995; 2008), Imbernón (2010). These authors see as the true continuous formation that one which happens in the school among the teachers, from the identification of the formative needs of the group. For Salles and Russeff (2003) and Nunes et al. (2005), public power has the role of implementing policies for Continuing Teachers Education, and their quality and consistency with the education needs of teachers not relate to the fact that the formation happens in the school itself or is part of a larger public policy. Even for Salles and Russeff (2003), the critique of Continuing Teachers Education as a public policy of government, as well as the idea that Continuing Teachers Education should occur only in schools under the responsibility of teachers, comes from a neoliberal policy that, among other things, it takes away from the state the responsibility for quality education. In this context, the research presented here aims at analyzing a continuing in-service education program developed in the municipality of São José do Rio Preto, from 2012 to 2016, identifying its contributions and limitations in the Teachers Education who work with children from 3 to 5 years old. This is a qualitative study, whose data were collected through the analysis of documents and questionnaires that were sent to about 700 female teachers, obtaining answers of 327. The characterization of the participants shows a group of women, with a high number of female teachers with higher education and post-graduate education. The limitations of the program are practically unnoticed and the evaluation is positive by almost all participants in bringing in collaborations for their work. The program had limitations, one of which is to be an identical formation with equal themes and standards for all teachers. However, although it is a program of government and therefore approaching what Candau (1996) calls the "classical" model, it has characteristics that author calls it "new perspective".
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Palavras-chave
Formação de professores, Formação continuada, Educação infantil, Teachers education, Continuing teachers education, Early childhood education