A formação de professores em questão: uma análise das políticas públicas da rede estadual do Paraná

Abstract

This thesis analyzes public educational policies for teacher training in the state education network in Paraná. The complexity that involves the theme establishes as a necessary condition the study of the context that determines it, leading to the analysis of the factors that underlie the organizational dynamics of the state education system. In this way, the construction of this study is developed supported by the analysis of the totality of the object and its specificities which shows, among other aspects, the intrinsic relationship of state programs with the implementation, structuring/restructuring actions of national government policies, and these with international guidelines. The period defined for this investigation is characterized by the analysis of public policies for teacher training implemented in the administration of governors: Jaime Lerner (management 1995-2002); Roberto Requião de Mello e Silva (management 2003 – 2009); Carlos Alberto Richa (2010-2018 management) and Carlos Roberto Massa Júnior (2019-2022 management). Public policies in Paraná are characterized by permanent instability, discontinuity, and recently by the gradual condition of precariousness established by the principles of rationality, productivity based on programs that excessively contemplate the analysis of results measured in indices, large-scale evaluations, computerized systems of control, leading professionals to a workday that makes it impossible to reflect on their practice and re-elaborate the methods, forms, possibilities of transmuting knowledge. Contrary to this perspective of work and teacher training, to establish a political project that transcends market impositions, and that restructures training from an emancipatory perspective, that values effectively democratic management, guaranteeing teaching autonomy and the participation of the entire school community. becomes an object to be defended in this work. In line with the questions presented, the problematizing question of this thesis is elaborated: Do public policies for continuing education established in form, content and intention constitute an obstacle to an omnilateral human formation? Therefore, the general objective is: To analyze the educational policies of teacher training in the public network of the state of Paraná, pointing out the reality of its organization as well as its limits and possibilities. The theoretical framework in this research is developed from the perspective of the dialectical conception of history and the study called state of the art is adopted as a methodological procedure. This research presents some analyzes on teacher training offered by public education networks and by various teaching institutions, public and private, which are under the correlation of forces between economic determinations and those aimed at an ontological and omnilateral training. An omnilateral and ontological teacher training is defended, because it is considered the most viable, and perhaps the only one that allows teachers to improve their quality of life, and at the same time lead to a society with less inequalities and greater social justice. Thinking about public policies for teacher training is a necessity that is intrinsic to education and inseparable from the pedagogical praxis that transforms reality.