PROINFANTIL: política em ação nas narrativas das Agentes de Educação Infantil

• Autor(a) principal: Campos, Maria Ignez Ferreira
• Data de Publicação: 2020
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/16563
• topic: Public Policy; Policy Cycle Approach; Policy Enactment; Meaning Framework; PROINFANTIL; Política Pública; Ciclo de Política; Teoria da Atuação; Núcleos de Significação; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

This thesis analyzes the changes that occurred eight years after the implementation of PROINFANTIL, in the city of Rio de Janeiro, as a training public policy, in the performance of Primary Education professionals, through the interview of twenty-four teachers in their workplace. The research aims to deepen the study of training public policies in Primary Education, focusing on the triad PROINFANTIL, Teacher Training and Public Policy, from the teacher’s point of view. This paper adopts the theoretical-analytical framework of (i) the Policy Cycle Approach (BALL; BOWE; GOLD, 1992; BALL and BOWE, 1992; BALL, 1994) and the Policy Enactment (BALL, MAGUIRE and BRAUN, 2016), and (ii) the approaches presented by Vygotski (1989, 1998, 1991) and Aguiar (2000, 2006, 2013) who attribute value to the collective and singular meanings observed during the interviews. The qualitative research analyzes the speeches (spoken or not) observed when teachers were practicing, and the work done by them bearing in mind these polices. The methodological procedures used were: (i) documentary analysis of the official texts related to public policies for Primary Education, in particular, the ones that allude to PROINFANTIL; (ii) review of academic productions on the topic; (iii) elaboration of an electronic form and an invitation letter to the teachers; (iv) meeting with the teachers who accepted the invite and visiting their workplace; (v) request for authorization from the SME/RJ Ethics Committee and the nursery school directors; (vi) individual interviews with the teachers; (vii) Conversation Circle with these teachers and (viii) promotion of a Focus Group to understand their views of the training public policy. As modalities of analysis of their speeches, word clouds and meaning frameworks were produced. Two questions centralized this investigation: i) What has PROINFANTIL as a public policy changed in your professional life? and ii) What has PROINFANTIL as a training policy changed in your professional life? and produced two categories: PROINFANTIL as a training policy and PROINFANTIL as public policy. The data crossing shows that PROINFANTIL as a training policy, despite having been formulated and carried out by specialists, the hierarchical and vertical structure did not prevent it from being acted in different ways by the teachers in their workplaces. Even so, most of the teachers do not perceive themselves as the creators and builders of the policy, and see themselves as receptors, conformed to the internal proposals of their nursery schools, often bounded.