Entre saberes e práticas: avaliação da política pública de formação docente continuada nos anos finais do Ensino Fundamental na rede municipal de educação de Fortaleza

Abstract

In recent decades, Brazilian education has undergone transformations driven by public policies aimed at valuing teaching practices and improving the quality of education. In this context, the continuous training of teachers emerges as a fundamental element for the improvement of pedagogical practices, enabling education professionals to stay updated with contemporary demands of teaching and learning. In this context, programs that prioritize continuous training have been implemented in Brazil with the aim of equipping teachers for the new roles required by public schools, as well as preparing them to meet the demands of a transforming society and job market. However, it becomes essential to consider the specificities of each locality, including the social, political, and economic contexts that influence investments in education and the problems that directly impact the daily school life. In the municipality of Fortaleza, continuing education initiatives have been implemented to qualify education professionals and ensure the effective implementation of national and municipal curricular guidelines. In light of this, the general objective of this research is to evaluate, based on the perception of teachers from the final years of Elementary School, whether and how the continuing education offered by the Municipal Department of Education of Fortaleza has favored critical reflection, the resignification of practice, and the improvement of the quality of teaching in the municipal network. The study adopted a qualitative methodology, conducted thru the application of questionnaires to 20 (twenty) teachers from the 6th to the 9th grade of a municipal school located in the Edson Queiroz neighborhood, in the II Education District. The data analysis was conducted based on Bardin's (2011) content analysis technique, which enabled the identification of thematic categories that highlight the effects of continuous training on pedagogical practice. The results showed that the training promoted by the municipal network has the potential to foster critical reflection and the re-signification of pedagogical practices, although weaknesses related to the fragmented nature of the actions, the lack of alignment with the daily challenges of the classroom, and the absence of more systematic monitoring mechanisms persist. At the same time, it was found that the spaces for listening and exchanging experiences were perceived by the teachers as opportunities to strengthen autonomy, motivation, and the sense of belonging to the school community. It was also found that the influence of continuous training on the quality of education is not limited to performance indicators, but also involves more subtle dimensions, such as the strengthening of pedagogical relationships and the expansion of the critical awareness of education professionals. Thus, the research contributes to reaffirming that continuous training should be understood as a strategic investment, of an ethical and political nature, indispensable for the consolidation of quality public education.