Política de formação continuada para professores do município de Fortaleza: avaliação da modalidade em contexto em escolas do distrito de educação 5

Abstract

This research deals with the Public Policy of Continuing Education for teachers in the city of Fortaleza and its main objective is the evaluation of the in-context modality, which is characterized by its implementation within educational institutions by the pedagogical coordinator. Given the relevance of teacher training for the quality of public education offered, the guiding question was: is the policy of continuing education in the in-context modality meeting the training needs of teachers in school units? This study has the specific objectives of identifying, through the perception of pedagogical coordinators, the positive and negative points of the In-Context Training Program; collecting possible adjustments in the implementation of the In-Context Training Program within educational units; and producing reflections and written material about the In-Context Training Policy for teachers in the Fortaleza Education Network. In the search for answers to these questions, the research is based on a brief overview of legislation, official documents and academic material from authors related to the theme pertinent to continuing education policy, especially in the school context, from a discursive and democratic perspective, supported by Freire (1989) Candau (1997), Libâneo (2003), Nóvoa (2002) and Garcia (1999) among others.The text briefly discusses topics such as Education in Brazil; Teacher training in systematized education; Teacher training in the city of Fortaleza and Public Policy supported mainly by authors such as Souza (2002, 2003, 2006, 2007) and Oliveira (2010), Teacher training policy in the city of Fortaleza, in addition to important considerations about the pedagogical coordinator, seen as the agent of qualification in the school. The methodology adopted in the research relies on theoretical assumptions of the in-depth evaluative perspective of public policy, supported by studies by Lea Rodrigues (2008) and Alcides Gussi (2019), based on the qualitative approach of Minayo (2009), with the use of methodology for collecting and analyzing social research data, such as questionnaires and interviews, applied to the field of public policy evaluation according to Gil (2008) and the triangulation of data analysis according to Marcondes and Brisola (2014). This approach will allow for in-depth analysis and, consequently, evaluation, based on more qualitative aspects. The research is characterized as basic, qualitative and exploratory and uses bibliographic, documentary and field research as procedures. After analyzing the data, it is expected that contributions will be revealed for the application of the public policy of continuing education in the context modality in the city of Fortaleza.