Avaliação da política de formação continuada de professores no âmbito do PAIC: efeitos na aprendizagem dos alunos do 4º ano do Ensino Fundamental em Aquiraz/CE

Abstract

This research evaluates the policy of continuing education for teachers of the Literacy Program at the Right Age (PAIC) in the city of Aquiraz, Ceará, and its effects on the learning of students in the 4th grade of elementary school in that city. The study is based on the Law of Guidelines and Bases of National Education (LDB) and the National Education Plan (PNE), which advocate continuing education as a tool for the quality of education. It investigates the challenges of continuing education for teachers and its historical context, opening space for an in-depth analysis of factors that influence this practice for the professional development of teachers and, consequently, for the quality of education. Thus, it brings as a problem the relationship between continuing education for teachers and the learning of students in the 4th grade of elementary school in Aquiraz. To this end, it is necessary to answer the following questions: a) How does the continuing education process for 4th grade teachers in the city of Aquiraz occur? B) What challenges do teachers face after training? C) What are the students’ learning outcomes and how are they associated with the training? The topic is relevant because it contributes to the understanding of the relationships between the quality of teacher training, pedagogical practices and student learning. To achieve the proposed objectives, a quantitative and qualitative approach was adopted, using the in-depth assessment proposed by Rodrigues (2008, 2011). Data analysis will be performed in order to understand the relationships between the different elements of the research and will present the evidence, organized according to the three questions already mentioned. The results were discussed in light of the literature and the theory based on the research, and their study identified the strengths and weaknesses of the continuing teacher training policy (PAIC) and proposed suggestions for its improvement. The study contributes with recommendations for the Municipal Administration of Aquiraz, for teacher trainers and for teachers receiving PAIC. Given the above, I emphasize that the theme of the work is relevant because it investigated the relationship between continuing teacher training and student learning, with the potential to cooperate in improving the PAIC's continuing teacher training policy and improving the quality of education in the municipality of Aquiraz.