From global educational’s Public Policies to the local ones: a cyclical movement present in the historical construction of Fractioned Courses and PROHACAP in Rondônia (1990-2000)

• Autor(a) principal: Pinto, Cristiane Lopes de Carvalho
• Data de Publicação: 2018
• Outros Autores: Albuquerque, Marlos Gomes de, Neves, Lucinalva Aparecida
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Educação Matemática (Online)
• Texto Completo: https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/103
• topic: Mathematics Education’s History; Educational Policies; Teacher Formation in Mathematics; Historia de la Educación Matemática; Políticas Educativas; Formación de Profesores de Matemáticas; História da Educação Matemática; Políticas Educacionais; Formação de Professores de Matemática.

The presente work is a part of a Scientific Initiation’s research in which is being developed by Rondoniense Group of Studies and Research in Mathematics Education’s members (GROEPEM), in the Mathematics Education’s line History inthe city of Ji-Paraná-RO. It aims to carry out a historical analysis of educational policies that occurred in the period from 1990 to 2000, seeking to identify how these laws contributed to the creation and implementation of graduation’s courses of lay teachers in Rondônia. Methodologically, it was based on the resources of documentary analysis concerning historical research. In the 1990s several educational policy’s  movements were implemented, among which stand out the Conference of Education for All (1990) held in Jomtien, Tailandia, and subsequently the Education for All Convention (1993), held in New Delhi, India, with the goal of universalizing and eradicating illiteracy. The latter was still constituted an agreement among the nine most populous and underdeveloped countries in the world, including Brazil. In 1993, in Brazil, the Decennial Plan for Education for All was drawn up to achieve the goals established by the World Conference on Education. Through the present research, until now, it has been possible to identify that, with the perspective to improving the quality of Basic Education’s teaching, this polices of global and national’s scales influenced locally in the creation os special courses for training of in-service teachers, like the one that occurred in the Rondônia’s State, when in 1992 the Federal University (UNIR) created the first Degree in Education courses in the modality of fractioned system of in-service training, seeking to qualify the lay teacher, thus meeting one of the main goals imposed by these educational policy’s events, which consisted of teacher improvement. It is still worth mentioning that in 1996 with the promulgation of the new Law of Guidelines and Bases of Education (LDB), the teacher’s formation at the higher level, has become an obligation established by law and no longer a proposal, with this the State of Rondônia and several municipalities in partnership with UNIR created and implemented in 1999 the  Qualification and Training’s Program of Lay Teachers (PROHACAP), with the purpose of qualifying the teachers who were acting without titration required by law. At the end of 2009, through this Program, a contingent of approximately 9,000 teachers from the State Basic Education was formed. Finally, we can affirm that the degrees were a reflection of these policies established nationally and implemented locally. We emphasize that this period was a milestone for Education’s History in Rondônia.