Programa de Mestrado Profissional para Professores da Educação Básica (ProEB): o caso da Universidade Federal de Goiás (UFG)

• Ano de defesa: 2023
• Autor(a) principal: Barcelos, Lorena Bernardes
• Orientador(a): Lima, Daniela da Costa Britto Pereira
• Banca de defesa: Lima, Daniela da Costa Britto Pereira, Oliveira, João Ferreira de, Teixeira, Ricardo Antônio Gonçalves, Santos, Catarina de Almeida, Batista, Erlinda Martins
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação (FE)
• Departamento: Faculdade de Educação - FE (RMG)
• País: Brasil
• Palavras-chave em Português: ProEB; Stricto sensu; Políticas de pós-graduação; Políticas para formação de professores; Mestrado profissional em ensino; Universidade Federal de Goiás
• Palavras-chave em Inglês: Graduate policies; Teacher training policies; Professional master's degree in teaching; Federal University of Goiás
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/12817

This study has as object of investigation the Professional Master's Program for Basic Education Teachers (ProEB), specifically, the courses offered at the Federal University of Goiás, namely: the Professional Master's Degree in Mathematics in National Network (ProfMat); the National Professional Master's Program in Physics Teaching (ProFis) and the Professional Master's in Physical Education (ProEF). The research has as its main guiding question: How was the implementation of professional master's degrees within the scope of UAB at UFG and what status are these programs? The main objective is to understand how the implementation process of the ProEB courses at UFG occurred and how the distance modality is used in these masters, considering their link to the Open University System of Brazil (UAB). A case study with a qualitative approach was undertaken, which includes bibliographical and documental analyses, in addition to data collection through structured interviews. In this sense, the chosen methodological approach was the cycle of qualitative research proposed by Minayo (2015), structured in three phases: exploratory, with the mapping of previous studies on the object; fieldwork, with documentary research and interviews with program managers; the analysis and treatment of data, when the documents and the contributions of the interviews were collated, from the perspective of content analysis (BARDIN, 2016). The theoretical framework established to support the reflections consists of two strands: the first, on stricto sensu postgraduate studies in Brazil and professional master's degrees for teacher training, includes authors such as Alves;Oliveira (2014); Azevedo; Oliveira; Catani (2016); Coast; Cruz Duran (2012); Cury (2005, 2009); Oliveira; Lima (2018, 2019); Oliveira; Oliveira (2011); Golden (2015, 2018). The second strand of the theoretical basis includes distance education and the Open University system in Brazil, with authors such as Alonso (2010); Belloni (2002); Cross; Lima (2019); Lencastre (2013); Lima (2013, 2014). The time frame established for the study is between 2011 (implementation of ProEB) and 2019. The results show that UFG was a pioneer in joining the ProfMat, ProFis and ProEF networks, which reiterates the institution's commitment to teacher training policies. It was also observed that despite the financing of the Programs by the UAB System, the distance education modality is not used in any of the programs, with even a declared refusal to use it, which indicates that, despite the relevance of these programs for the improvement of Brazilian educational indicators, there is disagreement with one of the main assumptions of the UAB: the consolidation of distance education in Brazil. Furthermore, the research showed that prejudice persists in relation to professional master's degrees, despite the fulfillment of the objectives proposed by these courses