Formação continuada dos professores na Rede Municipal de Educação de Goiânia: análise crítica da Gerência de Formação dos Profissionais - 2020 - 2024

Abstract

This study is part of the Stricto Sensu Graduate Program in Education at UEG – Unu-Inhumas, within the research line "Work, State, and Educational Policies." It is linked to the research project "International Determinations in Brazilian Public Policies for Continuing Teacher Education since 2016: A Study of the Guidelines of the Organization for Economic Cooperation and Development – OECD." The study is dedicated to analyzing the training actions of GERFOR (Teacher Training Management Office) in Goiânia, based on the perspective that teacher education is a continuous process, essential to pedagogical practice. Faced with the contradictory and inherent issues of continuing teacher education, the study raises the following research question: how are the foundations of continuing teacher education constituted in the training actions mediated by the Teacher Training Management Office for early years elementary school teachers developed by the Municipal Department of Education of Goiânia? Within this context, the central objective of the research is established: to understand the foundations of continuing teacher education in the training actions for early years elementary school teachers developed by the Municipal Department of Education of Goiânia. To this end, the following specific objectives are proposed: a) to discuss the historically constituted foundations of continuing teacher education; b) to reflect on the theoretical bases and foundations of the continuing education actions for early years teachers carried out by GERFOR of the Municipal Department of Education (SME); c) to analyze the continuing education actions for early years teachers of the Municipal Department of Education of Goiânia. The research delves into the structuring of GERFOR’s training actions, reflecting on how these actions respond to the demands of the neoliberal context, which pressures for efficiency and standardization—often at the expense of a critical and emancipatory approach to teacher education. The study suggests that, by meeting such demands, training tends to reproduce a model of conformity, limiting the development of truly critical and socially engaged pedagogical practice. Through a qualitative and documentary approach, the project includes the analysis of institutional documents and specialized literature, aiming to map the evolution of continuing education policies in Goiânia. In its preliminary analysis, the study contributes to a critical understanding of the training policies implemented by SME Goiânia through GERFOR, analyzing the extent to which these training actions promote professional autonomy and the development of critical pedagogical practices or, conversely, reinforce adaptive and conformist teaching models.