Avaliação da Política de Formação Continuada do PAIC: um estudo acerca das contribuições para o ensino da matemática no 1° ano do ensino fundamental do município de Aquiraz-CE

Abstract

In order to achieve the expected quality and the necessary equity in education, the establishment of guiding public policies is essential. These policies should be directed toward the formulation and implementation of government initiatives across the federal, state, and municipal levels. In Brazil, education remains a central theme in ongoing debates concerning improvements in both access to and the effectiveness of the educational system. To this end, the stages of planning, implementation, and evaluation of educational efforts are critical and must be aligned with the social demands surrounding education. This study was conducted within the framework of the Professional Master’s Program in Public Policy Evaluation (MAPP) and focuses on the assessment of the continuing education policy under the Literacy at the Right Age Program (PAIC), with particular emphasis on mathematics literacy teachers in the municipality of Aquiraz. The central research question seeks to identify the perceived contributions of PAIC training, from the perspective of the participating teachers to mathematics instruction in the first year of the early elementary education cycle. Accordingly, the overarching goal of this research is to evaluate these contributions, as perceived by the teachers, based on their experiences with the continuing education initiatives. The study provides a historical overview of teacher education in Brazil, outlining the training processes and regulatory milestones that have shaped current policy. Regarding the key guiding documents, the research presents a chronological and descriptive analysis of the principal normative frameworks. Furthermore, the study examines the continuing education efforts implemented in the municipality of Aquiraz, Ceará—the specific context of this research—detailing the mathematics education training activities and the perceived impact of these initiatives on teaching practices. Methodologically, this research adopts a qualitative approach of a basic, exploratory nature. The chosen strategy involved bibliographic, documentary and field research, serving as a foundation for an in-depth evaluation aimed at unveiling the subjective relationships between the study participants and the teacher training policy. Data analysis was conducted using content analysis based on Bardin’s framework (2016). In the end, the research presents results that point that, from a teacher´s perspective, the PAIC teacher trainings significantly contribute to mathematics teaching enhancement, representing an important space for exchanging experience and knowledge.