Formação continuada stricto sensu de professores da rede pública do Sistema Municipal de Ensino de Vitória

• Ano de defesa: 2025
• Autor(a) principal: Oliveira, Diego D' Avila Fernandes
• Orientador(a): Venturim, Silvana
• Banca de defesa: Ferreira, Eliza Bartolozzi , Oliveira, Alex Jordane de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; Mestrado em Educação
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação
• País: BR
• Palavras-chave em Português: Palavra-chave; Educação básica; Condições de trabalho; Valorização da educação; Stricto sensu continuing education; Basic education; Working conditions; Educational valorization
• Área do conhecimento CNPq: Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/19925

This dissertation aims to analyze the stricto sensu continuing education of public school teachers from the Municipal Education System of Vitória in relation to experience, working conditions, and professional valorization. It problematizes how the debate on stricto sensu education for basic education teachers has circulated in the scholarly literature, the conditions under which teachers undertook their master's or doctoral studies, and the implications for the career valorization of these professionals. The research is grounded in the Epistemological Dimension of Historical Materialism, with an emphasis on the Critical Theory of Walter Benjamin, mobilizing concepts such as passage, deviation, actualizing the past, progress, empty time, experience (Erfahrung), and remembrance (Eingedenken). It presents a literature review of 23 scientific articles on the topic, articulated with the analysis of a survey of 159 teachers with master's and doctoral degrees from the public school network of Vitória, in dialogue with municipal regulations. The literature review was categorized into texts that discuss stricto sensu postgraduate studies as a locus for continuing teacher education and as functional aspects of it. Three categories emerged from the survey analysis: the teachers' experience regarding identity, their postgraduate journeys, and their sense of belonging to the public school network of Vitória; the conditions offered to teachers to pursue master's or doctoral degrees; and the valorization of teachers with master's and doctoral degrees. The results reveal a scenario of devaluation, marked by a high rate of denied leaves for stricto sensu continuing education, a lack of institutional support for the dissemination of research, and salary policies that are detrimental to the most experienced teachers. It is concluded that, in opposition to the official narrative of progress, policies related to continuing education through stricto sensu postgraduate studies, or the lack thereof, fragment the teaching experience and produce debris of unsocialized knowledge, configuring a demand for an interruption of its dynamics of devaluation.