Políticas de formação continuada de professores para os anos iniciais do ensino fundamental no Paraná: estudo da meta 16 do PNE 2014-2024

Abstract

The research carried out in the form of a dissertation has as its object of study the Policies of Continuing Education of Teachers for the Early Years of Elementary Education in Paraná: Study of the PNE goal 16 (2014-2024). It is part of the Public Policies and Education Management Research Line of the Graduate Program in Education at the Tuiuti University of Paraná. The assertion with which teachers lack the instrument to promote the refinement of the process in educational work is common. However, in order to ascertain the quality of what is possible for satisfaction, the problem of this dissertation is configured here: That State Policy was created in the period from 2009 to 2016 for the effectiveness of the Policies of Continuing Education of Teachers in the Early Years of Elementary School in Paraná? The general objective is to discuss the Policies for the Continuing Education of Teachers for the Early Years of Elementary Education in Paraná, focusing on goal 16 in (PNE 2014-2024). Specific actions include analyzing teacher education in the contexto of pedagogical trends in Brazil; discuss the National Education Plan (PNE 2014-2024) and teacher training; and explaining the training of teachers in the National Education Plan (PNE 2014-2024) in Paraná. In this unraveling, not only does the search seek explanatory validity in the object of the initial categories such as contradiction, hegemony and totality, being of a descriptive, documentar and qualitative nature, as well as endorsed in the Works of the authors: Candau, Cury, Dourado, Duarte, Gatti, Libâneo, Nóvoa, Saviani and Weber. It is a research oriented in the theoretical-methodological perspective in terms of historical-dialectical materialism, considered by its founders Marx and Engels as the theory of history, that is, it seeks in the concreteness with which history is produced a way of living that it results from the circumstances in which each individual finds itself, but it will also bring to the debate to contribute on the political issue of teachers in continuing education. The results make it possible to point out the absence of a State policy whose national education system privileges the profession of máster, in effect, arouses the political being of teachers, so that they can act by identifying in the correlations of forces the imbrications presente in educational policy and society.