Políticas públicas para formação continuada do professor do ensino médio: governo Roberto Requião, 2003-2010

Abstract

The objective of this study is the analysis and understanding of Parana State High School Professor’s Continuing Training politics between 2003 and 2010, period governed by Robert Requião, considering the theoretical contrast of the subject and legal proposals content. Educational reforms in the Nineties had been elaborated in the context of productive reorganization, required by economical laws axle formatted by neoliberal politics. The analysis bases itself in the bibliographical investigation of national theoretical contrast that subsidized the struggle during elaboration of norms to professors’ training, more specifically to continuing training and the different conceptions of continuing professors’ training, facing the content that remains as guiding public politics for current educational organization. In the same direction, by analysis of World Bank and UNESCO notes, the interrelation between continuing professors’ training and legal content for educational organization, more specifically High School education and its derivations for professors’ training, was measured. The research examines the method SEED, State Educational Secretary, uses to interpret, organize, actualize and endorse its proposal for Continuing Training, by several Programs for High School Professors, by reviewing documents and programs elaborated by State secretary. The review concludes that, in a context of contradictions intensification between capital and work, face to forces correlation determined by federal politics and international orientations, State of Parana’s Programs for Continuing Training firmed themselves as a differential space for training, protruding some advances. However, it would be naivety to affirm its total exemption, as professor’s training is made by class behalf.