A formação continuada de professores na rede municipal de educação de Niterói : desafios para a construção de uma política pública

• Autor(a) principal: Teixeira, Vania Laneuville
• Data de Publicação: 2009
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal Fluminense (RIUFF)
• Texto Completo: https://app.uff.br/riuff/handle/1/18677
• topic: Educação permanente; Formação de professor; Professor; Política educacional; Niterói (RJ); Continuous formation; Educational policy; Formation of teachers; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This study presents the enterprises of continuous formation offered by the Municipal Educational Foundation (Fundação Municipal de Educação - FME) to teachers of the municipality along the studied period, and how they have been configured into formulations of municipal politics. It analyses the concepts of public education and continuous formation underlying different actions developed by FME, aiming to contextualize them into both macrosocial and macropolitical scopes. Investigates whether the actions of continuous formation of teachers proposed by FME are effectively set as a policy for the sector, seeking to offer a proper basis to the building for it. The research proceeded to a detailed document analysis, and the thesis reflects on public policies in the light of the complexity that surrounds its elaboration and realization. It discusses on the pathways that docent formation policies have taken, aiming to identify its determinants, models and underlying concepts. We also approach significant aspects about trends in continuous formation of teachers within the scope of Brazilian educational history, considering the numerous challenges that the magisterial profession faces and the innovations proposed by Education Secretaries. It describes the field and time of the research, locating them into the national, state, and municipal contexts, and performing a history of the educational policies of the municipality. Finally, it analyze the routes taken by different FME directories to identify their choices and preferences, as well as understanding the educational concepts that supported those processes. Although with advances in some periods, it is impossible to affirm that exist one politic of continuous formation promoted by FME, mainly by absence of preocupation with the evaluation of the impact of the action developed in this eduaction area.