Política pública de formação de professores ingressantes: um olhar para o estado de São Paulo
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Data
2019-04-25
Autores
Bagé, Idalise Bernardo
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem por objetivo analisar a política pública de formação de professores ingressantes, implantada pela Secretaria de Educação do Estado de São Paulo – SEE-SP, por intermédio da Escola de Formação de Professores (EFAP). Tal formação se constitui em uma política pública, concretizada através de um curso na modalidade a distância para os professores que integram a rede pública estadual de educação por concurso público. A pesquisa fundamentou-se no Ciclo de Políticas de Ball e colaboradores para analisar o curso de ingressantes, considerando os três contextos principais para análise de uma política pública: o contexto da influência, o contexto da produção de textos e o contexto da prática. No contexto da influência foram consultados os documentos oficiais, conteúdo do curso na plataforma online e relatórios de agências multilaterais como Banco Mundial, OCDE - Organização para Cooperação e Desenvolvimento Econômico. No contexto da produção de texto, nos baseamos nos documentos oficiais do curso, como legislações, propostas, conteúdos, além dos documentos de implantação da EFAP. O contexto da prática foi analisado, por meio de entrevistas realizadas com professores participantes do Curso de Ingressantes das edições de 2010 e 2015. Da análise fenomenológica das entrevistas emergiram duas categorias: Preocupação com os modos de ser professor e Potência das estratégias e dos recursos de EaD, as quais foram interpretadas com base em autores que discutem a Formação de Professores e Educação a Distância. Viu-se que é relevante, como ação de política pública, a formação dos professores que ingressam na rede pública estadual, porém os participantes apontaram a preocupação com a carreira docente, sinalizando a falta de situações relacionadas à prática e à gestão pedagógica, associada à falta de conhecimento profissional. Os professores teceram algumas críticas em relação à plataforma, dentre elas a falta de recursos e interação. Os encontros presencias também foram alvos de crítica, por não estarem em sintonia com o conteúdo do curso online. Como proposta futura é indicada que, antes da reelaboração desta política pública, os docentes, sejam consultados, uma vez que estes são os principais responsáveis pela aplicação desta política pública na prática.
The research goal is to analyze the hired teacher’s public policy implemented by the Education Department of the State of São Paulo - SEE-SP (Secretaria de Educação do Estado de São Paulo), through the Teacher Training School – EFAP (Escola de Formação de Professores). Such training constitutes a public policy, materialized through a course in the modality of distance education for teachers who became members of the state public education network through of public competition. The research was based on the Ball Policy Cycle and collaborators to analyze the course, considering the three main contexts about public policy’s analysis: the context of influence, the context of the production of texts and the context of practice. In the context of influence, were analyzed official documents, online platform course content and reports from multilateral agencies such as World Bank, OECD - Organization for Economic Cooperation and Development. In the context of text production, we rely on the official course documents, such as legislations, proposals, contents, in addition to the EFAP implementation documents. The context of the practice was analyzed through interviews conducted with the participants of the Ingressing Course of the 2010 and 2015 editions. From the phenomenological analysis of the interviews two categories emerged, which were: Concern about the ways of being a teacher and potency of strategies and of Distance Education tools, which were interpreted based on authors who discuss the Teacher Training and Distance Education. It was found the relevance action as public policy for the teachers who are join the state public network, however the participants pointed out their concern about the teaching career, indicating the lack of situations related to the practice, the pedagogical management that associated with the absence of professional knowledge. Teachers reported some criticism related to the platform, among them the lack of resources and interaction. The presential meetings also were criticized by teachers that don’t were related with online course content. As a future proposal it is indicated that before reprocessing this public policy, the teachers should be consulted once they will be main responsible for the application of the public policy in practice.
The research goal is to analyze the hired teacher’s public policy implemented by the Education Department of the State of São Paulo - SEE-SP (Secretaria de Educação do Estado de São Paulo), through the Teacher Training School – EFAP (Escola de Formação de Professores). Such training constitutes a public policy, materialized through a course in the modality of distance education for teachers who became members of the state public education network through of public competition. The research was based on the Ball Policy Cycle and collaborators to analyze the course, considering the three main contexts about public policy’s analysis: the context of influence, the context of the production of texts and the context of practice. In the context of influence, were analyzed official documents, online platform course content and reports from multilateral agencies such as World Bank, OECD - Organization for Economic Cooperation and Development. In the context of text production, we rely on the official course documents, such as legislations, proposals, contents, in addition to the EFAP implementation documents. The context of the practice was analyzed through interviews conducted with the participants of the Ingressing Course of the 2010 and 2015 editions. From the phenomenological analysis of the interviews two categories emerged, which were: Concern about the ways of being a teacher and potency of strategies and of Distance Education tools, which were interpreted based on authors who discuss the Teacher Training and Distance Education. It was found the relevance action as public policy for the teachers who are join the state public network, however the participants pointed out their concern about the teaching career, indicating the lack of situations related to the practice, the pedagogical management that associated with the absence of professional knowledge. Teachers reported some criticism related to the platform, among them the lack of resources and interaction. The presential meetings also were criticized by teachers that don’t were related with online course content. As a future proposal it is indicated that before reprocessing this public policy, the teachers should be consulted once they will be main responsible for the application of the public policy in practice.
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Palavras-chave
Desenvolvimento profissional, Escola de formação de professores, Política pública, Professional development, Teacher training school, Public policy