Políticas de formação continuada de professores: ênfase discursivas

• Ano de defesa: 2021
• Autor(a) principal: Manfroi, Iloni Frey
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Fronteira Sul; Brasil; Campus Chapecó; Programa de Pós-Graduação em Educação; UFFS
• Palavras-chave em Português: Formação de professores; Ensino e aprendizagem; Formação continuada do professor; Alfabetização; Educação escolar
• Link de acesso: https://rd.uffs.edu.br/handle/prefix/4617

The present work has as theme the policies of continuing education of teachers in Brazil. The general objective tensions the discursive emphases, announced in the policies about the continued formation of teachers, understanding them in its historical contingency. The specific objectives that help to lead the investigative process are: a) analyze the policies of continuing teacher education in Brazil; b) identify and problematize the discursive emphases inscribed in the events that make up the historical course of the selected policies, and; c) understand the influences of the global agenda in and on the policies of continuing teacher education in the national context. It starts from a qualitative approach, using the bibliographical and documental research on this theme, through a survey on the continued formation of teachers, in the Brazilian Digital Library of Theses and Dissertations (BDTD) and the Catalogue of Theses and Dissertations (CAPES), and; the analysis of the policies and programs of continued formation of teachers, especially of literacy. It is inspired in the field of Foucauldian Studies, from which it pinpoints the discourse as a tool-concept for the analytical exercise. The discursive formations identified in the research material led to the constitution of two central categories of analysis: the governance and literacy. The category of governance unfolds in the statements: need for in-service training and driving by external evaluations. The category of literacy is composed by the statements: standardization of literacy methodologies and effectiveness in learning to read and write. The emergence of the statements is mobilized by the need for in-service training to complement the initial training of teachers, which is considered precarious and insufficient. External evaluations centralize the importance of monitoring the effectiveness of continuing education policies for teachers, adhering to standardized assessments to create statistical data on educational quality. The literacy methodology announced in the policies and programs of continued training of teachers is presented as a solution to solve the problems of literacy and are loaded by an emphasis of effectiveness in learning to read and write, emphasizing the ends, the product, which are the results of external assessments. In summary, the governance of teacher training policies and literacy programs is a powerful strategy to conduct teacher performance aligned to the global demands of education according to the social and economic factors in force.