Avaliação de políticas públicas educacionais: formação continuada de professores por área do conhecimento (Matemática/Ciências), em Centro de Educação de Jovens e Adultos de Aquiraz

Abstract

This research for the Professional Master's Degree in Public Policy Evaluation, from the Federal University of Ceará (MAPP/UFC), aimed to evaluate the continuing education, specific to the area of knowledge (Mathematics/Sciences), or the lack thereof, and to analyze to what extent this education is aligned with the pedagogical proposal of the Youth and Adult Education Centers, with special attention to the Youth and Adult Education Center of Aquiraz (CEJAQUI). The specific objectives included contextualizing the creation and development of CEJAQUI; verifying the perception of CEJAQUI teachers regarding continuing education; investigating the challenges and limitations faced in the implementation of continuing education by specific area of knowledge in the Youth and Adult Education Centers of Aquiraz (CEJAQUI). This is a qualitative approach, defined as a case study, of a bibliographic, documentary and field nature, in which semi-structured interviews were conducted with seven education professionals, four teachers and three management employees of both sexes and of varying ages, who worked with elementary school students, from the sixth to the ninth grade, and one member of the management team. The research evaluation was based on the analytical dimensions of the In-Depth Assessment, as proposed by Rodrigues (2008), organized into four axes: (1) policy content, formulation, conceptual bases and coherence; (2) context of elaboration; (3) institutional trajectory of implementation; and (4) territorial and temporal spectrum of application. This approach was combined with the historical-critical pedagogy endorsed by Saviani and libertarian education, by Paulo Freire, strands that, contrary to assessment as control, conceive it as an instrument of transformation, especially in favor of the popular classes. The results indicated that the political context in Brazil exerts considerable influence on the development and implementation of Youth and Adult Education (EJA) policies, with each administration presenting its own perspectives and priorities, which shape the trajectory of these policies. The evaluation highlighted the relevance of continuing education for CEJAQUI educators, highlighting the need for alignment between the sociocultural profile of students and the areas of knowledge of teachers, to achieve more effective educational practices. Thus, it is concluded that it is essential to improve public policies aimed at continuing education by area of knowledge, especially in the fields of Mathematics and Sciences, with the aim of better serving EJA teachers, promoting social inclusion, and improving the quality of teaching in this modality. It was therefore concluded that there is an urgent need to improve continuing education policies, with a specific focus on the areas of Mathematics and Sciences, aimed at CEJAQUI educators. This is justified by the fact that the training currently offered does not align with the realities and needs of teachers at this institution. It is essential that training, as a bridge between knowledge and practices, reflects the unique context of these educators, thus promoting a genuine commitment to the formation of knowledge that transcends the barriers of time and space, flourishing, in the daily practice of teaching, an education as a process of liberation, transformation and creation of knowledge.