Análise da inserção dos educadores mestres na democratização das políticas educacionais do município de João Pessoa

• Autor(a) principal: Costa , Leila Barbosa
• Data de Publicação: 2016
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/tede/9873
• topic: Política Educacional; Educador Mestre; Educação Básica; Qualidade Social; Direito Social; Educational Policy; Teacher Educator; Basic education; Social Quality; Social Law; CIENCIAS HUMANAS::EDUCACAO

This work refers to qualitative and social research that discusses the themes of educational policy, such as: training of basic education professionals; Working conditions offered in public schools; Perspectives of the professional career of master educators and the quality of educational institutions. Based on these thematic dimensions and the research carried out in the municipal public network of João Pessoa, we analyze the context of the current laws of Brazilian education, relating the insertion of master educators in the democratization of educational policies as a perspective of political transformation to improve the quality of institutions Education. Our main reference is based on the theory of complexity from Edgar Morin, relating the understanding of historical, political and economic phenomena that involve education as an instrument of social transformation. We analyze the field research questionnaires and the contextual comparisons, based on the content analysis made explicit by Laurence Bardin, and then emphasize the main ideas of Paulo Freire's Pedagogy that suggest a re-signification of Brazilian and local education. In the first stage of field research, we conducted a survey of information on the number of masters and doctors working in municipal schools in the Municipality of João Pessoa and the Statistical Assistant of the State Secretariat of Education of Paraíba. João Pessoa. In the second stage, we visited the municipal schools of Polo I and the space where the continuing education of the professionals of the basic education of the Municipality of João Pessoa was carried out. As a result of these steps, 32 teacher educators volunteered to answer the proposed questionnaire with 10 questions, nine of which were subjective and one objective. The systematization of the text of this thesis is organized in three chapters, they are: the complexity in the research in educational policies; Public education, political context and current challenges; And the understanding of the professional formation from the educators masters of the municipal network of João Pessoa. As a conclusion, we point to the contribution of the master educators in the democratization of the public school through the effective participation in institutional decisions, in the construction of educational policies, in the mutual learning and socialization of successful pedagogical experiences, thus enabling the requested and essential changes in the quality Of basic education.