Políticas emergenciais de formação continuada de professores da educação básica : estudo da REDE (2009) e do PARFOR (2009) no governo popular brasileiro.

Abstract

This dissertation is a qualitative, theoretical research with document analysis, whose method was dialectical historical materialism. The research aims at understanding the problem: How and in which socio-historical-political-economic-administrative context the government programs and plans for continuing training for teachers of basic education: REDE (2009) and PARFOR (2009), within the educational policy established by MEC (Decree 6755 of 29/1/2009), were developed and proposed in the 2000s? The object is the National Plan for Training Teachers of Basic Education (PARFOR), the National Network of Continuing Education for the Professional of Basic Education (REDE), under the National Policy on Teacher Training for Basic Education Teachers (Decree 6755 of 29/1/2009), undertaken by the Brazilian People's Government. The specific objectives are: a) investigate the politicaladministrative socio-historical context of implementation of educational policies for continuing education for teachers of basic education in the 2000s; b) analyze the formation conceptions of the teacher continuing education outlined in the National Policy on Teacher Training Teaching of Basic Education and the National Plan for Training of Teachers of Basic Education (PARFOR/CAPES/MEC, 2009); c) analyze the dynamics of the institution and NETWORK (CAPES / MEC, 2009), and the participation of Public Superior Education Institutions (IPES) in this process. The themes of the references are: method and methodology; continuing education for teachers of basic education; state and public policy educational section; emergency policies: REDE and PARFOR. The findings highlight the importance of policies aimed at the quality of initial and continuing teacher education, teacher professionalism and appreciation of the teacher-profession - in order to attract young people to teaching. It is observed in the actions of educational policy analyzed, the importance of organicity in its planning and executionº The co-operation between the federal entities, foreseen by the shares of REDE and PARFOR, is crucial in a country of geographical and cultural dimensions of Brazil, with the emerging thought of totality on policy leadership, with emphasis on the creation of a National Subsystem for Initial and Continuing Teacher training for Basic Education.