Apontamentos sobre a formação de professores no Brasil e o plano municipal de educação do município da Lapa-PR (2015-2024)

Abstract

This research is part of the Line of Public Policies and Management of Graduate Education, of the Tuiuti University of Paraná, and has the general objective: to understand how is the correlation between the PNE 2014-2024, the PEE 2015-2025 and the PME 2015-2024 on teacher training in the municipality of Lapa-PR. As specific objectives, to present an overview of teacher education in Brazil; to examine the laws that build the training of teachers; discuss how teacher education is present in the municipality of Lapa-PR after 2014. The research brings as a guiding question: how is the correlation between the PNE 2014-2024, the PEE 2015-2025 and the PME 2015-2024 on teacher education in the municipality of Lapa-PR? It is a bibliographic and documentary study, which seeks, through the study of documents and authors who address the subject, to understand the process of teacher education as a collective construct and that is involved in the dispute of interests between social groups and on the part of the dominant hegemony. In this study, it is noted that the power disputes between hegemonic groups remain active with regard to teacher education, as well as the concern for the maintenance and permanence of the elitist system. It also presents some programs derived from public policies that claimed the need to think about teacher education at the national level, whose programs are, for the most part, in discontinuity by the municipalities that adopted them due to various factors, among them, the change of government. The research brings a survey on the legal issues that involve teacher education from the 1990s to 2020. After the analysis of the exposed by the PNE, PEE and PME, it is perceived that the municipality reached the goals of 15 to 18, as established by the legal text. However, there is no concern in relation to the promotion of a political formation of the class and the institution of municipal laws that go beyond what is inserted in those documents for the benefit/valorization of education professionals. It is sought with the formation the emancipation of the subjects in the face of the challenges, divergences and contradictions imposed by society. Therefore, the investment in teacher education needs to be rethought, in addition to the way this training is carried out. There is a lack of incentive for continuing education, especially with regard to the completion of stricto senso graduate studies. This research does not exhaust the theme, but reaffirms its complexity and the challenges that arise in each historical epoch.