Análise dos fundamentos pedagógicos da política de formação continuada de professores do município de Maranguape-CE

Abstract

This study presents as its object the pedagogical assumptions that underpin the policy of continuing education for teachers in the municipality of Maranguape-CE. Carried out during the year 2023, it emerges from the need to expand discussions around the issues of teacher education, in this case, continuing education. Its basic research question is: What are the pedagogical assumptions of the Continuing Education Policy for teachers in Maranguape-CE? Its general objective is to analyze the pedagogical assumptions of the Continuing Education for Teachers in the Municipality of Maranguape-CE. The specific objectives are: 1) to describe the concept of continuing education present in the training policy of Maranguape-CE; 2) to analyze the teacher training policy of Maranguape-CE based on the municipality's documents. The research brings as a perspective the reflection on the pedagogical bases that support the practices of continuing education, that is, whether they are based on more individualistic or collaborative principles or, even, technical, practical or critical, which leads this study to identify whether these foundations contribute to a progressive and emancipatory education or whether they corroborate with an education that values pragmatism that serves neoliberal interests. We have as main sources of analysis to support this study, on the category of continuing education for teachers, the writings of Davis (2011 and 2012); Diniz-Pereira (2014); Freire (2018); Gatti (2017); Imbernón (2010), Lima (2002); Moreira (2003); Pimenta and Ghedin (2002); Saviani (2009), among others. For the elementary education category, we used the literature of Franco, Alves and Bonamino (2007), Flach (2015), Oliveira (2007), and other collaborations. Based on a qualitative approach (Lüdke and André, 1986) to education research, in which interpretations are more valued than preconceived ideas, this work opted for bibliographic and documentary research, through which we carried out an interpretative analysis of the teacher training policy and educational guidelines of the municipality of Maranguape/CE. As a main result, based on the research done in the available literature on the subject, as well as on the analysis of the documents of the municipality studied, it is inferred that the Continuing Teacher Training Policy is linked more to a technical practice that corroborates the pedagogy based on the performance of skills and abilities, in compliance with international organizations and the capitalist system, distancing itself from the real needs of teachers and students, a fact that is evidenced based on the documentary analyses that guide the continuing education process of the municipality. Such evidence sometimes appears explicitly in the documents, when the search for results, notably from external evaluations, is central, sometimes latent when referring, conceptually, to a progressive idea of education, however, in practical terms, it turns to the incessant search for results in which methodologies are given with a technical and pragmatic bias.