Avaliação do desenho da política pública de formação continuada de coordenadores pedagógicos do 6º ao 9º do Município de Aquiraz

Abstract

This dissertation's main objective is to evaluate the Design of the Public Policy for Continuing Training of Pedagogical Coordinators from the 6th to the 9th year of the municipality of Aquiraz, in light of its theoretical, institutional and operational foundations. The research also sought to analyze the political and socioeconomic context that influenced the formulation of the policy, examine its reference frameworks through the collected documents and investigate, with the support of interviews and questionnaires, the weaknesses and opportunities for improvement as perceived by the agents involved in the study. This investigation is justified by the social and educational relevance of the continuing education of pedagogical coordinators, professionals focused on promoting educational quality and democratic management within the school environment.To achieve the proposed objectives, a qualitative approach was adopted, based on documentary and bibliographic analysis. The methodology employed was In-Depth Evaluation (IDE), which enabled the exploration of four axes of policy design: context, content, institutional trajectory, and territorial and temporal scope. Data analysis was guided by Bardin’s (2004) content analysis technique, which allowed for the systematic categorization and interpretation of the statements from training managers and trainers within the municipal education network.The results reveal that the continuing education policy in Aquiraz still needs to be fully implemented and institutionalized, as it presents gaps in terms of clear guidelines, strategic planning, and evaluation mechanisms. It was observed that the training of coordinators occurs in a fragmented way, often driven by urgent demands and lacking alignment with a consolidated pedagogical proposal. Interviews with training managers and data collected from trainers indicate divergences in the conduct of the policy, the absence of a unified normative framework, and a weak alignment between theory and practice. The research also highlights the need to more intentionally incorporate principles of democratic and ecological education, as proposed by authors such as Laval and Vergne (2023), in order to promote critical, inclusive, and sustainable professional development.