O PARFOR e a formação de professores da Educação Básica: o caso do curso de Pedagogia da UEM
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Data
2019-09-12
Autores
Zanlorenzi, Maria Josélia [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A presente tese, desenvolvida na Linha de Pesquisa Formação dos Profissionais da Educação, Políticas Educativas e Escola Pública do Programa de Pós-Graduação em Educação da Universidade Estadual Paulista – UNESP – FCT - Presidente Prudente, teve como problema de investigação “quais as influências do Curso de Pedagogia oferecido via Plano Nacional de Formação de Professores da Educação Básica – PARFOR na formação profissional das professoras em exercício na rede municipal pública de ensino oferecido pela Universidade Estadual de Maringá (UEM)”. O PARFOR trata-se de um Programa implementado em regime de colaboração, com a finalidade em atender o preconizado na LDBEN/96, de formar, em nível superior, professores da rede pública de ensino em exercício e ainda não graduados. A pesquisa teve por objetivo geral analisar o Curso em Pedagogia Primeira Licenciatura (PARFOR/PED) como um Programa Federal e como um Curso de Formação inicial de Professores oferecido pela Universidade Estadual de Maringá (UEM), aos professores em exercício na escola pública da Educação Básica. Os objetivos específicos que guiaram nossa investigação consistiram em: contextualizar o PARFOR na formação de professores da Educação Básica na trajetória da educação brasileira; compreender como se configurou o PARFOR/PED/UEM, na sua execução em âmbito local, sendo um Programa Federal de Formação de Professores, implementado em regime de colaboração; analisar o PARFOR/PED/UEM, enquanto Programa Federal de formação inicial de professores da Educação Básica da rede pública de ensino - a Proposta PARFOR, na visão da coordenação UEM, SEDUC e professores formadores; analisar o PARFOR/PED/UEM enquanto Curso de Formação de Professores na visão das acadêmicas e egressas que se graduaram nessa modalidade de ensino. Trata-se de um estudo de caso de cunho qualitativo, com pesquisa de campo, desenvolvida no espaço da UEM. Para o desenvolvimento da pesquisa nos valemos de estudos da legislação da educação, análise documental sobre a implementação do Curso na UEM e sua Matriz Curricular, além de entrevistas junto a 14 sujeitos da pesquisa: o coordenador geral do PARFOR na UEM, o coordenador do Curso PARFOR/PED/UEM, duas secretárias municipais de educação, o servidor responsável pelo PARFOR/PED/UEM na Secretaria Municipal de Educação de Maringá (SEDUC), três professores formadores, três acadêmicas e três egressas do Curso. Para análise dos dados coletados utilizamos os núcleos de significação. Os resultados demonstram que o Programa PARFOR/PED/UEM apresentou fragilidades na sua implementação, tais como falta de informação entre os órgãos federais e UEM, poucas definições das atribuições entre UEM e SEDUC, falta de infraestrutura no início da oferta do Curso e na divulgação para os professores da rede municipal pública de ensino. Mesmo apresentando essas fragilidades, o Programa significou uma oportunidade de ingresso no Ensino Superior e de qualificação profissional dos professores da rede municipal. O Curso PARFOR/PED/UEM, influenciou as práticas pedagógicas das professoras, mudou a visão de mundo, concepção de criança, de escola e de educação. Proporcionou valorização profissional, reconhecimento no espaço de trabalho, autoestima profissional e pessoal. Em síntese, nossa tese evidencia que o PARFOR/PED/UEM, como Programa Federal de formação de professores da Educação Básica, ao materializar-se, evidencia as fragilidades existentes no regime de colaboração entre as esferas administrativas; como Curso de formação inicial de professores constitui-se oportunidade de ingresso no Ensino Superior e de qualificação profissional.
The present thesis developed in the Researching Line Formation of Education Professionals, Educational Politics and Public School of Post-Graduation Program in Education from Universidade Estadual Paulista – UNESP – FCT - Presidente Prudente had as investigation problem “which are the influences of Pedagogy Course offered by National Plan of Basic Education Teachers Formation – PARFOR in the professional formation of teachers in exercise on municipal education public network offered by Universidade Estadual de Maringá (UEM)”. The PARFOR treats about a Program implemented in a collaboration regime, with the goal of answer the LDBEN/96, of form, in higher level, teacher from public education network in exercise and still not graduates. The research had as general goal analyze the Course in Pedagogy First Graduation (PARFOR/PED) as a Federal Program and as a Teacher’s Initial Formation Course offered by Universidade Estadual de Maringá (UEM), for the teachers in exercise at public schools of Basic Education. The specific goals that drove our investigation consisted in understand the paper of State in elaboration and execution of public politics at education, as well as its influence in alterations in courses of teacher’s formation during the history of public school in Brazil; understand as the PARFOR/PED/UEM set up in its execution in local ambit, being a Teacher’s Formation Federal Program, implementing in collaboration regime; identify as the PARFOR, while Teacher’s Formation Course (PARFOR/PED) influenced and reverberated at professional formation of academicals and graduates who graduated in this education modality. Treats about an event study of qualitative nature lined in dialectical historical materialism, treating about a field research developed at UEM space. To the research development we used studies about legislation of education, documental analyzes about the implementation of the Course at UEM and its curriculum, besides interviews together 14 subjects participants at research: the PARFOR’s general coordinator at UEM, the FARFOR’s/PED/UEM Course coordinator, two municipal education secretaries, the server responsible by PARFOR/PED/UEM at Municipal Secretary of Education of Maringá (SEDUC), three trainers teachers, three academic and three graduated at the Course. To analyze the data collected together the participant subjects we used the significance cores proposed by Aguiar e Ozella (2006); Aguiar, Soares, Machado (2013). The results demonstrated that PARFOR/PED/UEM while Program showed fragilities in its implementation, how information lack between federal agencies and UEM, few definitions of the attributions between UEM and SEDUC, infrastructure lack in the start of the Course offer and in the disclosure to the municipal education public web. Same showing these fragilities, the Program meant an admission opportunity in the Higher Education and qualification professional of municipal network teachers. As Course, the PARFOR/PED/UEM influenced the pedagogic practices of teachers, changed the world vision, child, school and education conception. Provided professional appreciation, recognition at work space, professional and personal self-esteem, influencing too the personal life of teacher who graduated in this teaching way, improving their interpersonal relationships and as mother.
The present thesis developed in the Researching Line Formation of Education Professionals, Educational Politics and Public School of Post-Graduation Program in Education from Universidade Estadual Paulista – UNESP – FCT - Presidente Prudente had as investigation problem “which are the influences of Pedagogy Course offered by National Plan of Basic Education Teachers Formation – PARFOR in the professional formation of teachers in exercise on municipal education public network offered by Universidade Estadual de Maringá (UEM)”. The PARFOR treats about a Program implemented in a collaboration regime, with the goal of answer the LDBEN/96, of form, in higher level, teacher from public education network in exercise and still not graduates. The research had as general goal analyze the Course in Pedagogy First Graduation (PARFOR/PED) as a Federal Program and as a Teacher’s Initial Formation Course offered by Universidade Estadual de Maringá (UEM), for the teachers in exercise at public schools of Basic Education. The specific goals that drove our investigation consisted in understand the paper of State in elaboration and execution of public politics at education, as well as its influence in alterations in courses of teacher’s formation during the history of public school in Brazil; understand as the PARFOR/PED/UEM set up in its execution in local ambit, being a Teacher’s Formation Federal Program, implementing in collaboration regime; identify as the PARFOR, while Teacher’s Formation Course (PARFOR/PED) influenced and reverberated at professional formation of academicals and graduates who graduated in this education modality. Treats about an event study of qualitative nature lined in dialectical historical materialism, treating about a field research developed at UEM space. To the research development we used studies about legislation of education, documental analyzes about the implementation of the Course at UEM and its curriculum, besides interviews together 14 subjects participants at research: the PARFOR’s general coordinator at UEM, the FARFOR’s/PED/UEM Course coordinator, two municipal education secretaries, the server responsible by PARFOR/PED/UEM at Municipal Secretary of Education of Maringá (SEDUC), three trainers teachers, three academic and three graduated at the Course. To analyze the data collected together the participant subjects we used the significance cores proposed by Aguiar e Ozella (2006); Aguiar, Soares, Machado (2013). The results demonstrated that PARFOR/PED/UEM while Program showed fragilities in its implementation, how information lack between federal agencies and UEM, few definitions of the attributions between UEM and SEDUC, infrastructure lack in the start of the Course offer and in the disclosure to the municipal education public web. Same showing these fragilities, the Program meant an admission opportunity in the Higher Education and qualification professional of municipal network teachers. As Course, the PARFOR/PED/UEM influenced the pedagogic practices of teachers, changed the world vision, child, school and education conception. Provided professional appreciation, recognition at work space, professional and personal self-esteem, influencing too the personal life of teacher who graduated in this teaching way, improving their interpersonal relationships and as mother.
Descrição
Palavras-chave
Plano Nacional de Formação de Professores da Educação Básica-PARFOR, Programa Federal de Formação em Serviço, Escola Pública, Curso de Pedagogia PARFOR/UEM, National Plan of Basic Education Teachers Formation – PARFOR, National Program of Formation on Work, Public School, Pedagogy Course PARFOR/UEM