Avaliação da política de formação continuada de professoras(es) do 5 º ano do Ensino Fundamental do Município de Fortaleza

Abstract

The continuing education of teachers, a central topic in debates held in educational forums and professional meetings, constitutes one of the main recommendations of Municipal, State, and National Education Plans (PME, PEE, and PNE). The National Education Plan, in particular, establishes guidelines, goals, and strategies that structure Brazil’s educational policies, aiming to ensure quality and equity in the teaching–learning process. Continuing education is understood as an opportunity for teachers to rethink and reconstruct their professional practice, representing both a personal and social commitment. It is a continuous process that unfolds throughout the teaching career, grounded in theoretical and practical experiences that demand a reflective, contextualized, and competent pedagogical practice. The theoretical framework of this study draws on key Brazilian educational policies such as the Law of Guidelines and Bases of National Education (LDB, 1996), the National Education Plan (PNE, 2014), and the National Guidelines for Continuing Teacher Education (CNE/CP, 2020), in addition to contributions from authors who examine teacher education and public educational policies.This research aims to evaluate the development processes of Continuing Teacher Education Policies for 5th-grade teachers in a public elementary school located in Educational District 1 of Fortaleza during 2023–2024. Its specific objectives are: (1) to identify the content of the Continuing Education Program for 5th-grade teachers in the municipality; (2) to analyze the perspectives and abjectives of the proposals for the continuing education policy for 5th grade elementary school teachers in the municipality of Fortaleza; and (3) to assess the positive and negative implications of the municipal Continuing Education Policy for everyday school practices, based on the perceptions of participating teachers, with emphasis on the limits and possibilities experienced. The study adopts a qualitative approach and applies in-depth evaluation as its methodological strategy. Data collection includes bibliographic and documentary analysis, semi-structured interviews with two specialists from the Teacher Training Unit of Fortaleza’s “Academia do Professor” (SME), and a questionnaire administered to the seven teachers with the highest teaching load assigned to 5th-grade classes. The results made it clear that diagnostic network assessment is of great importance to the municipality’s training practices. Although various themes are proposed in training sessions, such as inclusive education, literacy, dialogic actions and planning, the results of diagnostic assessments stand out as a priority. After this study, we conclude that there is a need for continuing education proposal that is conceived and discussed horizontally, considering the interest and needs expressed by the teachers.