Um olhar sobre a formação de trabalhadores em educação: avaliação do Programa Profuncionário no IFCE

Abstract

Non-teaching staff in public elementary schools, a segment within the category of education workers, have long been absent from policies to encourage professional qualification. In 2007, the Initial Training in Service Program for Basic Education Professionals of Public Education Systems (Profuncionário) was instituted, as a government policy, to offer technical mid-level courses to school employees who work in municipal and state public schools. Brazil. This work presents, as research object, the evaluation of this program, based on the coordination of the Federal Institute of Education, Science and Technology of Ceará (IFCE), analyzing specifically the technical course of School Secretary, offered at Polo Caucaia, linked to the Quixadá campus, in the state of Ceará. The investigative pretension comprises a double dimension: to reflect on the process of implementation of the Profuncionário in the state of Ceará, seeking to circumscribe the reasons for possible tensions in this path, based on the legal and narrative norms of the actors involved; to analyze repercussions on the professional trajectories of the non-teaching staff attended as students of the program. The choice of the course and the pole is justified by the concentration of the largest number of students enrolled and graduated from said program, in the state. The time cut will go from the beginning of the year of the courses offered by the IFCE, that is, the second semester of 2012 until the first semester of 2017, the year of forecast of completion of the last classes, offered to students in 2015. This research evaluation was developed with inspiration in two matrices: the in-depth evaluation in the proposition of Léa Rodrigues (2008,2011); the formulation of Ozanira Silva e Silva (2008), in the organic articulation of the technical and political dimensions. In order to develop this evaluation process of the Profuncionário, within the scope of the object of study, a qualitative research was developed, based on the analysis of the narratives of the subjects involved in the program, without dispensing with the quantitative bases related to the socioeconomic profile and the students' school flow, with emphasis on the situations of conclusion and non-conclusion of the studies. Our empirical field was constituted by 258 students of the technical course in School Secretary of the Caucaia Pole, being able to develop a specific study, via questionnaire, with 50 students, and semi-structured interviews with 12 members. Evaluative research was also developed with managers at the national and local level through their discourses and perceptions about the implementation process of the program in the country, and in particular in Ceará considering the points of adjustment and tension of this process. Of the total number of students, whose academic data were collected in the survey, 42% of enrolled students were evaded. The main reasons for this evasion were, precisely, the displacement of the student to the classroom and the difficulty in reconciling the time between work and studies. The evaluation research, from the point of view of the students, reveals that despite the challenges and low effectiveness of the professional and financial rise, the program provided a significant training from the point of view of the qualification of the activities carried out in the school environment.