As entrelinhas da política de formação continuada da Rede Municipal de Ensino de Campo Grande/MS: qualifica, treina ou generaliza em prol de uma educação mercadológica?
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Data
2022-10-27
Autores
Passos, Tania Maria Terra Serra dos
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Universidade Estadual Paulista (Unesp)
Resumo
A tese analisa a política de formação continuada de professores implantada pela Rede Municipal de Ensino de Campo Grande/MS -REME, no período de 2013 a 2018; pesquisamos um tema complexo, mas de grande contribuição para a área educacional, pois apresentamos elementos para a compreensão das especificidades do trabalho docente em seu cotidiano no modo de produção capitalista. Para tanto, utilizamos como base metodológica a pesquisa bibliográfica, documental e campo, partindo da análise do contexto histórico das políticas públicas educacionais dessa Rede, à luz do materialismo histórico e dialético. Temos como objetivo empreender estudo sobre a política de formação continuada dos professores da REME com vistas a apreender se as propostas de formação contemplavam as dimensões cultural, instrucional, de treinamento e de prescrição de tarefas, portanto, para responder os objetivos traçados, utilizamos como fundamentação teórica a Pedagogia Histórico-Crítica. Definimos como problema de pesquisa a seguinte questão: a formação continuada de professores pode ser apropriada pelos governos como instrumento de prescrição de tarefas? Desta forma, a pesquisa foi a campo entrevistar professores da REME, sendo definido um professor por unidade escolar. A REME organiza a localização das escolas em sete regiões, assim, definimos que participariam da pesquisa setes escolas urbanas, sendo entrevistado um professor de cada unidade escolar, portanto, sete professores. Também participaram das entrevistas dois professores formadores da SEMED, indicados pela referida Secretaria e um professor sindicalista, indicado pelo sindicato de professores; as respectivas vozes contribuíram e enriqueceram esta pesquisa, dialogando sobre a formação continuada em sua totalidade histórica. Assim, foi possível observar como se deu o desenvolvimento das formações e constatar aspectos como: transmissão de conceitos, problematização de práticas pedagógicas, treinamentos para uso de ferramentas para o ensino e prescrições de tarefas no trabalho docente. A tese foi organizada em quatro capítulos que descrevem o desenvolver e as entrelinhas da política de formação continuada de professores da REME, desta forma, discorremos sobre: o trabalho docente e as especificidades do seu desenvolvimento sob o modo de produção capitalista, a formação continuada na cronologia das legislações educacionais federais a partir de 1990, as entrelinhas da história da formação continuada dos professores da REME e a análise das entrevistas: a percepção dos professores sobre a formação continuada da REME. Constatamos que a REME, ao desenvolver a política de formação continuada de professores, não tinha definido com clareza a concepção pedagógica, pois foi possível identificar, nos documentos e na efetivação da prática da formação, divergências na fundamentação teórica. Por meio das falas dos professores, observamos que a formação continuada utilizava a troca de experiências entre os pares e a pedagogia do professor reflexivo, fato este que nos levou a considerar que a formação estava proporcionando aos professores da REME o conhecimento tácito, a ação na reflexão, culminando no esvaziamento dos conteúdos científicos na formação docente.
The thesis analyzes the teachers’ continued formation policy implemented by the Municipal Education System of Campo Grande/MS (REME) from 2013 to 2018. We search a complex theme but with a great contribution for educational area, we present some elements for comprehension of specificities of teacher´s work in their daily life of capitalist production. For that, we use as methodological basis bibliographic, field and documentary research, starting from the analysis of the historical context of educational public policy of this System, in the light of historical and dialectical materialism. We have as objective undertake study about the teachers’ continued formation policy of REME, with visits to understand if the formation purpose contemplated the cultural, instructional, training e prescription of tasks dimension, therefore, to respond to the outlined objectives, we used the Historical-Critical Pedagogy as a theoretical foundation. We define as the research problem the following question: can the teachers’ continued formation be appropriated by the governments as a tool for prescription of tasks? By this way, the research took place in the field to interview the teachers from REME, being defined one teacher for each scholar unit. The REME organizes the location of schools in seven regions, thus, we decided that seven urban schools would participate in the research with one teacher from each school unit being interviewed, therefore, seven teachers. Two SEMED teachers’ trainers also participated in the interviews, appointed by the Secretariat and an unionist teacher, appointed by the teachers ‘union. These respective voices contributed and enriched this research dialoguing about continuing education in its historical totality. Thus, it was possible to observe how the development of formation was made and notice some aspects as: transmission of concepts, problematization of pedagogical practices, trainings for the use of tools for teaching and prescription of tasks in teachers’ work. The thesis was organized into four chapters that describe the development and the underlines of REME´s continuing education policy for teachers. In this way, we discuss: teaching work and specificities of its development under capitalist mode of production, continuing education in the chronology of federal educational legislation from 1990, the underline of REME´s historical continued formation of teachers and the analyzes of the interviews: the teachers´ perception of REME´s continuing formation. We noticed that REME when developed the teachers’ continued formation policy didn’t have clearly defined the pedagogical design, because it was possible to identify, in documents and in the implementation of formation practice, differences in the theoretical formation. Through the speeches of the teachers, we noticed that de continued formation used the exchange of experiences among the peers and the pedagogy of the reflective teacher, this fact that took us to consider that the formation was providing to the REME teachers a tacit knowledge, action in reflection, culminating in the emptying scientific content in the teachers’ formation.
The thesis analyzes the teachers’ continued formation policy implemented by the Municipal Education System of Campo Grande/MS (REME) from 2013 to 2018. We search a complex theme but with a great contribution for educational area, we present some elements for comprehension of specificities of teacher´s work in their daily life of capitalist production. For that, we use as methodological basis bibliographic, field and documentary research, starting from the analysis of the historical context of educational public policy of this System, in the light of historical and dialectical materialism. We have as objective undertake study about the teachers’ continued formation policy of REME, with visits to understand if the formation purpose contemplated the cultural, instructional, training e prescription of tasks dimension, therefore, to respond to the outlined objectives, we used the Historical-Critical Pedagogy as a theoretical foundation. We define as the research problem the following question: can the teachers’ continued formation be appropriated by the governments as a tool for prescription of tasks? By this way, the research took place in the field to interview the teachers from REME, being defined one teacher for each scholar unit. The REME organizes the location of schools in seven regions, thus, we decided that seven urban schools would participate in the research with one teacher from each school unit being interviewed, therefore, seven teachers. Two SEMED teachers’ trainers also participated in the interviews, appointed by the Secretariat and an unionist teacher, appointed by the teachers ‘union. These respective voices contributed and enriched this research dialoguing about continuing education in its historical totality. Thus, it was possible to observe how the development of formation was made and notice some aspects as: transmission of concepts, problematization of pedagogical practices, trainings for the use of tools for teaching and prescription of tasks in teachers’ work. The thesis was organized into four chapters that describe the development and the underlines of REME´s continuing education policy for teachers. In this way, we discuss: teaching work and specificities of its development under capitalist mode of production, continuing education in the chronology of federal educational legislation from 1990, the underline of REME´s historical continued formation of teachers and the analyzes of the interviews: the teachers´ perception of REME´s continuing formation. We noticed that REME when developed the teachers’ continued formation policy didn’t have clearly defined the pedagogical design, because it was possible to identify, in documents and in the implementation of formation practice, differences in the theoretical formation. Through the speeches of the teachers, we noticed that de continued formation used the exchange of experiences among the peers and the pedagogy of the reflective teacher, this fact that took us to consider that the formation was providing to the REME teachers a tacit knowledge, action in reflection, culminating in the emptying scientific content in the teachers’ formation.
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Palavras-chave
Políticas públicas, Formação continuada de professores, Trabalho docente, Legislação docente, Treinamento, Public policy, Teachers’ continued formation, Teachers’ work, Teaching legislation, Training