Pol?ticas de forma??o docente de Serop?dica

• Main Author: GOMEZ, Lucas Gabriel Franco
• Other Authors: Ramos, Lilian Maria Paes de Carvalho
• Format: Others
• Language: Portuguese
• Published: Universidade Federal Rural do Rio de Janeiro 2018
• Subjects: ciclo de pol?ticas; disputa de poder; forma??o de professores; policy cycle; power struggle; teacher training; Educa??o
• Online Access: https://tede.ufrrj.br/jspui/handle/jspui/2442

Submitted by Jorge Silva ([e-mail]) on 2018-09-13T21:15:39Z No. of bitstreams: 1 2017 - Lucas Gabriel Franco Gomez.pdf: 2229201 bytes, checksum: c7e8fcf98fa1e47bea92cbe2d0345a6d (MD5) === Made available in DSpace on 2018-09-13T21:15:39Z (GMT). No. of bitstreams: 1 2017 - Lucas Gabriel Franco Gomez.pdf: 2229201 bytes, checksum: c7e8fcf98fa1e47bea92cbe2d0345a6d (MD5) Previous issue date: 2017-05-11 === The Baixada Fluminense has been marked by great social inequalities and barriers to the exercise of basic social rights. It is seen as a dangerous place, with a negative image built and consolidated by the media. In the search for actors able to act in the change of a terrain full of social ills, significant importance is given to education and school. It started from the basic assumption that educational work is the result of public policies and good teacher training, it depends on how it is perceived by the rulers and shaped by legislation. The conception of Brazilian educational policy in the field of teacher education and qualification brings throughout history fragile attempts at improvement, elaborated without the effective participation of the school population, far from the concrete reality and daily life of teachers. They aim to become a uniform, normative and guiding proposal for common action. However, they are strongly marked by the bureaucracy of educational organization, by the contrast between theory and practice, by disarticulation and discontinuity. The present dissertation was inserted in this problematic. It was found that most of the studies dealing with teacher training are basically focused on the analysis of national policy guidelines and few focus on small cities. In view of this, the objective was to identify how the national policies of teacher education were (re) formulated in Serop?dica and what their repercussions were. In other words, to identify the repercussions of the national policies in the municipal legislation and the impacts of the municipal legal devices in the process of formation of the teachers of the education network of Serop?dica. For this, a qualitative research was carried out, structured in a survey of the legal devices of municipal formation from 1997 to 2016 and in the accomplishment of semistructured interviews to capture the perceptions and positions of the Municipal Secretary of Education, Culture and Sport and of the State Union of the Professionals of Education - Core Serop?dica / Paracambi on these laws. This study has as theoretical reference the policy cycle approach of Bowe, Ball and Gold (1992) and Ball (1994) and Bourdieu's studies, understanding the political-educational process as a form of power dispute. It was also constructed from Saviani's considerations on teacher training. In chapter 1, a resumption of the main national training schemes was made from 1827 to 1988. Chapter 2 comprised a conceptualization of training policies considering the specificities of the legislative process, the contributions of Bourdieu's theory and the policy cycle approach. In chapter 3 the most recent national teacher training policies were studied from 1988 to 2016. In chapter 4 the results of the field research were analyzed with the analysis of the education policies of Serop?dica. It was concluded that the actions of the Municipal Government sought to formally comply with national legislation, however without giving an effective referral to the question of teachers. The municipal policies of formation reproduced the historical discontinuity of the present country since the first national formative initiatives of the eighteenth century, maintained in the nineteenth century through its legislative maintenance and still present in the twentieth century. === A Baixada Fluminense tem sido marcada por grandes desigualdades sociais e barreiras aos exerc?cios dos direitos sociais b?sicos. Ela ? vista como um lugar perigoso, com uma imagem negativa constru?da e consolidada pela m?dia. Na busca por atores capazes de atuarem na mudan?a de um terreno repleto de mazelas sociais, ? dada import?ncia significativa ? educa??o e ? escola. Partiu-se do pressuposto b?sico de que o trabalho educacional ? o resultado de pol?ticas p?blicas e de boa forma??o docente, ou seja, ele depende de como ela ? percebida pelos governantes e moldada pela legisla??o. A concep??o de pol?tica educacional brasileira no campo da forma??o e qualifica??o docente traz ao longo da hist?ria, tentativas fr?geis de melhorias, elaboradas sem a participa??o efetiva da popula??o escolar, distantes da realidade concreta e do cotidiano dos professores. Almejam tornar-se uma proposta uniforme, normativa e norteadora da a??o comum. Contudo, s?o fortemente marcadas pelo burocratismo da organiza??o educacional, pela contraposi??o entre teoria e pr?tica, pela desarticula??o e descontinuidade. A presente disserta??o se inseriu nesta problem?tica. Foi constatado que a maioria dos estudos versando sobre a forma??o de professores concentra-se basicamente na an?lise das diretrizes pol?ticas nacionais e poucos enfocam esta realidade em cidades pequenas. Diante disto, objetivou-se identificar como as pol?ticas nacionais de forma??o docente foram (re) formuladas em Serop?dica e quais foram suas repercuss?es. Em outras palavras, identificar as repercuss?es das pol?ticas nacionais na legisla??o municipal e os impactos dos dispositivos legais municipais no processo de forma??o dos professores da rede de ensino de Serop?dica. Para isto foi realizada uma pesquisa qualitativa, estruturada em um levantamento dos dispositivos legais de forma??o municipal de 1997 a 2016 e na realiza??o de entrevistas semiestruturadas para captar as percep??es e posi??es da Secretaria Municipal de Educa??o, Cultura e Esporte e do Sindicato Estadual dos Profissionais de Educa??o - N?cleo Serop?dica/Paracambi sobre estas leis. Este estudo teve como referencial te?rico a abordagem do ciclo de pol?ticas de Bowe, Ball e Gold (1992) e Ball (1994) e os estudos de Bourdieu, compreendendo o processo pol?tico-educativo como uma forma de disputa de poder. Foi constru?do tamb?m a partir das considera??es de Saviani sobre forma??o de professores. No cap?tulo 1 foi feita uma retomada dos principais dispositivos nacionais de forma??o de 1827 a 1988. O cap?tulo 2 compreendeu uma conceitua??o das pol?ticas de forma??o considerando as especificidades do processo legislativo, as contribui??es da teoria de Bourdieu e da abordagem do ciclo de pol?ticas. No cap?tulo 3 foram estudadas as pol?ticas nacionais de forma??o docente mais recentes de 1988 a 2016. No cap?tulo 4 foram apresentados os resultados da pesquisa de campo com a an?lise das pol?ticas de forma??o docente de Serop?dica. Concluiu-se que as a??es do Governo Municipal buscaram cumprir formalmente a legisla??o nacional, contudo sem dar um encaminhamento efetivo para a quest?o dos professores. As pol?ticas municipais de forma??o reproduziram a descontinuidade hist?rica do pa?s presente desde as primeiras iniciativas formativas nacionais do s?culo XVIII, mantidas no s?culo XIX atrav?s de sua manuten??o legislativa e ainda presentes no s?culo XX.