Desenvolvimento profissional e identitário dos técnicos em assuntos educacionais: contribuição para a política de formação continuada de um instituto federal

• Ano de defesa: 2023
• Autor(a) principal: Silva, Katia Félix da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Mestrado Profissional em Políticas Públicas, Gestão e Avaliação da Educação; UFPB
• Palavras-chave em Português: Institutos profissionais - Identidade profissional; Formação continuada - Desenvolvimento profissional; Técnicos em assuntos educacionais; Instituto Federal da Paraíba - IFPB; Professional institutes - Professional identity; Continuing education - Professional development; Educational affairs technicians; Federal Institute of Paraíba; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/27243

The professional and identity development of Administrative Technical Servers in Education, as well as their continuing education, aims to contribute to improvement in the provision of educational services. The Technicians in Educational Affairs (TEAs), of the Federal Institute of Paraíba (IFPB), subjects of this research, act as members of the pedagogical teams. Thus, the objective of this study was to analyze the professional and identity development of TEAs and their relationship with the development policy of the institution‟s people. The research, of a qualitative nature, was developed through documentary analysis, consultations in the Unified System of Public Administration (SUAP) and the Lattes/CNPq Platform. It was also used as a research instrument, the questionnaire that had the participation of ten respondents, occupiers of the post of TEAs, crowded in the Rectory and in the Campus João Pessoa, representing 50% of the total of this category of servers. To complement the information presented in this study, a semi-structured interview was conducted with the manager responsible for the supervision of these professionals. In data processing, the technique of content analysis was used. The results showed the field of action of these professionals, as well as their attributions. From the analysis of Resolution n. 50/2021, of the Superior Council (CONSUPER/IFPB), which defines the guidelines for the performance of the Pedagogical Teams, composed of TEAs, pedagogues and auxiliaries in Educational Affairs, were identified assignments related to different axes: pedagogical management; monitoring and pedagogical guidance to the student body; training, monitoring and pedagogical advice to the faculty. The Resolution does not distinguish between the activities assigned to the different positions, but provides differentiated tasks when the Pedagogical Team is crowded in the Rectory of the IFPB, with responsibilities in the systemic scope, along different campuses. It was also possible to identify three federal institutes that advanced in the distinction between the role of TEAs and pedagogues, with assignments that dialogue and are inserted at different levels: in the systemic scope for pedagogues (educational policy of institutions)and at the most operational level (technical-pedagogical support to teaching, research and extension actions developed on campus). Some movements were presented in relation to the People Development Policy (PDP) of the IFPB, in order to develop skills and identify, annually, the gaps regarding the professional training needs of the servers. However, with regard to TEAs, actions need to be strengthened and consolidated through knowledge and more active participation of these technicians in this process. As for their attributions, the debate still needs to advance in the materiality of the Institute, since the realization of activities of an administrative nature predominates in the routine of these servers, especially those crowded in the Rectory (Systemic Unit)contrary to the provisions of the recently created Resolution, showing the need for further study. As a final product, was prepared Primer with information and guidance on the performance and professional development of TEAs of the IFPB, discussion and presentation of elements that will contribute to the definition of policies and actions to support TEAs in their continuing education and in supporting the process of identity development.