A formação continuada de professores durante a pandemia da Covid-19: perspectivas dos formadores da Secretaria Municipal de Aquiraz

Abstract

This research discusses the theme of Teacher Training, with the general objective of evaluating the effects of continuing teacher education during the COVID-19 pandemic, from the perspective of the trainers of the Municipal Department of Education of Aquiraz-CE, in order to understand the training policy adopted during the pandemic period. The specific objectives are defined as: a) characterize continuing education in the municipality of Aquiraz during the COVID-19 (SARS-CoV-2) pandemic in the years 2020 and 2021; b) investigate the training trajectory of teachers during the challenges posed by the COVID-19 (SARSCOV-2) pandemic in 2020 and 2021; c) analyze the strategies applied by municipal trainers in continuing teacher education, identifying the challenges faced and the solutions implemented in the pandemic context. Regarding the approach, this is a qualitative study with an exploratory and descriptive character, anchored in the interpretive epistemology of public policy evaluation, considering the axes of In-Depth Evaluation: 1) Program content analysis, and 2) Temporal and territorial spectrum. For data collection, semi-structured interviews were conducted with the early years' trainers who carried out their work activities during the pandemic period. Content analysis was used to interpret the collected material. As a result, the study highlights the increase in scientific production on the subject, given all the contemporary changes that have emerged in society. Furthermore, this research contributed to understanding the effects of continuing teacher education during the COVID-19 pandemic in the Aquiraz school system. In general, during the pandemic, educators were forced to adopt emergency remote teaching, which required rapid adaptation to the use of technology and new methodologies. Despite existing scientific production on the period, teacher training in this context was underexplored. The research revealed changes in the role of the trainer, emphasizing their function as mediators in democratic spaces of exchange. However, the implementation of training during this period was abrupt and lacked prior preparation, relying on support from private institutions, which also revealed the interests of the educational market. The main challenges included limited proficiency with digital tools, low teacher participation, and work overload. The training initiatives contributed to supporting pedagogical practices, even though their impact on teaching practice was not fully perceptible. There were initiatives focused on literacy, technology use, active methodologies, curriculum, and remote monitoring. It is concluded that, despite the challenges, continuing education in Aquiraz proved to be relevant and promoted reflection on teaching practice. However, a weakness identified was the absence of a structured and contextualized local policy. Thus, the importance of the continuous professional development of educators is highlighted, providing a foundation for future research on teacher education in periods of crisis.