A interpreta????o e a tradu????o das pol??ticas globais de forma????o continuada de professores em uma escola p??blica baiana

• Autor(a) principal: Almeida, Eudira da Silva Pinto
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UCB
• Texto Completo: https://bdtd.ucb.br:8443/jspui/handle/tede/2626
• topic: Unesco; Educa????o b??sica; Pol??ticas de forma????o de professores; Basic education; Teacher training policies; CNPQ::CIENCIAS SOCIAIS APLICADAS::ECONOMIA

The object of this research is the translation of the global policies of continuing teacher education in a county school in Bahia state. It follows the research line of "Policy, Management, and Evaluation of Education", and still has an interface with the "Educational Process and Teacher Training" line of the Postgraduate Program in Education of the Catholic University of Brasilia (UCB). The main objective is to investigate how county school teachers in Bahia interpret and translate the global policies for teacher training in their teaching practice. The specific objectives are 1) to characterize the guidelines for basic education teachers training in global policies; 2) to contextualize the policies of teacher training in Brazil since 1990???s reforms; 3) contextualize how county school teachers translate and interpret global policies and their relationship with local policies of continuing teacher education. It is a qualitative case study based on the Policy Cycle analytical method, at a transversal level trajectory of policy analysis. The policy cycle presents five non-linear analytical contexts, but only text production and practice contexts were used. The research was carried out in a county school in Barreiras, Bahia. In addition to bibliographical and documentary researches, highlighting the documents of the United Nations for Education, Science and Culture (Unesco), prepared at the World Conference on Education for All in the years 1990, 2000 and 2015, The National Education Plan (PNE 2014-2024), the State Education Plan of Bahia (PEE-BA 2015-2025) and the County Education Plan of Barreiras (PME 2014-2024); for empirical data collection, non-participant was used as observational instruments in two continuing education courses of the County Education Department, from May to August 2018. For recording the observations, a field journal and questionnaires were used to elementary school teachers. The data were analyzed based on the Content Analysis according to Bardin (2011). The results indicate that teachers interpret and translate continuing education policies as fragmented since they do not fully meet their real needs. Teachers are dissatisfied with the themes chosen for the training and its duration. Teachers did not have access to policy texts, although the texts are in the public domain, they are not consulted when some training is proposed, in order to be considered as actors of these policies.