Políticas públicas para pesquisa na formação e no trabalho dos profissionais da educação básica: contradições e materialidade

Abstract

The purpose of the present study is to analyze the contradictions and the materiality of the public policies for research in the training and in the work of professionals of nursery, primary and secondary education. The presupposition is that the research carried out under the praxis perspective in higher and further education training courses, as well as in the work of university professors and school teachers, can strengthen the collective and transforming action of the education professionals, through the production of emancipating critical knowledge. We defend the necessity of public policies for the research accomplishment in higher and further education training programs and that it may constitute itself as integrating knowledge and practice of the teachers’ professional identity. The dialectic in the conception of the historical materialism is adopted as a method in order to understand the historical movement, the ideologies and the political-economical determinations that depict the contradictory relations concerning political policies, the research in training courses and work of the nursery, primary and secondary education professionals. The empiric research procedures have been: the contextualization of the production of the scientific knowledge about the theme based on the data bank from Capes and national periodicals; the analysis of official documents of three programs in which research is included as a mediating activity in the further education programs for nursery, primary and secondary education professionals: 1) Observatório da Educação – Obeduc/Capes; 2) Programa de Desenvolvimento da Educação no Paraná – PDE/SEED; 3) project EduPesquisa/SME; analysis of interviews and questionaries answered by coordinators and professors/teachers envolved in the referred programs. This study is mainly based on the following authors: Kopnin (1978) and Vieira Pinto (1979), on science and research in the dialectic perspective; Gramsci (1978); Marx (1996) and Vázquez (2007), on research in the praxix dimension; André (2008) and Lüdke (2007), on research in teachers’ training; Savini (2014); Freitas (2007); Gatti, Barreto, André (2011), on public policies for teachers’ training. The investigation process aims at answering: What is it to investigate under the praxis perspective? What research conception fundaments the public policies for the training and work of the nursery, primary and secondary education professionals? What does the Brazilian scientific production state about research on the training and work of nursery, primary and secondary education professionals? What and which are the public policies concerning research for nursery, primary and secondary education professionals? Do the programs for further education Obeduc, PDE/PR and EduPesquisa favor the research development at schools? How is the pedagogical research practice presented in nursery, primary and secondary education schools – or how can it be presented, in the state of Paraná? It has been verified in the present study that although they have different research and knowledge production conceptions, the public policies Obeduc, PDE and EduPesquisa project show important advances, for they overcome strictly technical-instrumental training models. The contradictory synthesis is the lack of public policies that associate research in the training dimension to its materiality in the dimension of the work of nursery, primary and secondary education professionals. Therefore, it is necessary to provide financial resources to transform the precarious working conditions at public schools and to value the teachers’ career and income.