Formação continuada de professores paranaenses no contexto da reforma do novo ensino médio (2016-2023)

Abstract

This research focuses on the Continuing Education of Teachers working in the Public Education Network of the State of Paraná, within the time frame of 2016 to 2023. When the Reform of the New High School was formulated and guided for implementation, it generated resistance from students and teachers, especially because it was not debated with the category and due to the fragmentation character, it proposed for the formation of Brazilian youth. The Reform also generated a lot of strangeness among teachers who did not know its objectives or how to implement it or make propositions to it. In this scenario, the guiding question of this investigation is formulated: What Continuing Education policies were offered by the State Department of Education of the aforementioned State? The general objective of this investigation is to elucidate the Continuing Education policies offered by the State Department of Education of the State of Paraná (SEED), to high school teachers who work in the context of the Reform of the so-called New High School in order to say what they attend to. The specific objectives are: to make notes on the policies of Brazil and Paraná for the High School Reform; to point out the contributions of Pierre Bourdieu, educators who appropriate him in Brazil, Unesco study and literature review to this thesis; to analyze data from a questionnaire conducted with teachers from two schools in Curitiba, about the policies offered by SEED. This thesis is composed of Introduction, three sections that correspond to the specific objectives previously stated and Final Considerations. From a theoretical point of view, this research is based on contributions from the philosopher Hannah Arendt, Pierre Bourdieu and Brazilian educators who welcome, update and work with categories coined by these intellectuals, specifically with cultural capital. From the point of view of procedures, this investigation is bibliographic when it carries out the literature review on the object in question, of a documentary nature when it focuses on legislation such as the Law of Guidelines and Bases of National Education (LDBEN, Law No. 9,394/1996); Reference documents, National Curriculum Guidelines for High School - DCNEN - 20, Decrees, National Common Curricular Base (BNCC), Resolutions of SEED-PR, and, in the field, through a questionnaire answered by teachers. The justification for carrying out this investigation arises from the interest in researching the area of teacher training in the context of the Reform of the New High School, due to the fact that the author of this thesis works as a teacher and manager of a public school in Curitiba and has been in management for 15 years. In addition, it is a topic where there is much controversy and dispute, after all, it is about the training of teachers who train young Brazilians. As for the results of the research, it is possible to point out that the Continuing Education offered to teachers did not clarify them about the High School Reform, whose formulation started by Provisional Measure, and that it does not meet the overcoming of the historical dilemmas of this level of education, but accentuates them, despite the collected data revealing the existence of a personal investment of time and financial burden of the teachers in their training.