Políticas de inserção profissional na rede municipal de ensino do Rio de Janeiro: uma proposta em movimento

• Autor(a) principal: Maria Das Graças Chagas de Arruda Nascimento
• Data de Publicação: 2019
• Outros Autores: Maria José Batista Pinto Flores, Yrlla Ribeiro de Oliveira Carneiro da Silva
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UFMG
• Texto Completo: https://doi.org/10.24109/2176-6681.rbep.100i256.4128; http://hdl.handle.net/1843/59332; http://orcid. org/0000-0002-6334-4121; http://orcid.org/0000-0002-5268-645X; https://orcid. org/0000-0003-4762-9343
• topic: Formação continuada do professor; Indução profissional; Professores iniciantes; Políticas docentes; Educação; Professores; Professores - Formação

This article presents the results of a research on the propositions of the municipal education system of Rio de Janeiro, as of 2012, targeting the professional insertion of teachers. Those taking part in the research were: as subjects, teachers newly-admitted to the education network; managers operating in the center of the system; and principals. Data collection happened through interviews, questionnaires, and consultation of documents. The theoretical dialogue involved mainly readings of Gatti, Barreto and André, Imbernón, as well as Marcelo Garcia. The institutionalization of the Escola de Formação do Professor Carioca Paulo Freire - responsible for implementing said propositions - was analyzed. Moreover, we sought to understand the main concepts behind the implemented proposal. Data allowed an analysis of the management of the institution, as well as it clarified the implementation of its proposal. It was verified that, in the few years it operated, this training institution has faced the overlapping of projects and rules that revealed a disagreement regarding different points of view on teacher training. This research’s main findings reveal that the basic training offered to teachers, still within the selection process, was the main training newcomers got; however, although initiated, it lacked the intended outreach and was discontinued. The research also indicates that the biggest challenge was to ensure that a more systematic and permanent teacher-training policy would be established.