A Formação e Valorização de Professores de Química do Estado de Goiás no Contexto dos Planos Nacional e Estadual de Educação: contribuições e silenciamentos

• Autor(a) principal: Marquez, Sandra Cristina
• Data de Publicação: 2024
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/41248; http://doi.org/10.14393/ufu.te.2024.49
• topic: Valorização Docente; Educação Química; Qualidade da Educação; Teacher Appreciation; Chemical Education; Quality of Education; CNPQ::CIENCIAS EXATAS E DA TERRA; ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.

The education quality is a recurring theme in discussions and documents that support the country's legislation. The search for understanding the ways taken to achieve the quality of the educational process currently in Brazil is necessary to understand the current scenario of educational policies. A review of these documents led us to the context in which this study was constructed, intertwining public policies for teacher training and development and the PNE. For this proposal, we look at the relationship between the quality of education, the Goals 15 to 18 and the PNE guidelines, training and teaching work, defining our main actors as Chemistry teachers in the state of Goiás. In this context, this paper defends the thesis that elements emerge from the National and State Education Plans that demonstrate that teacher training and development are central to the improvement of Brazilian education and, in particular, Chemical Education in the state of Goiás. Supporting this defense, this paper aimed to analyze the appreciation and training of teachers included in the PNE and PEE and investigate the actions that the state of Goiás has proposed to improve the quality of Chemical Education in state schools. For such, the study was based on qualitative documentary research, whose analyzed objects were the PNE 2014-2024 and the PEE-GO 2015-2025 under the technique of content analysis, seeking data that demonstrate the relationship between the policies to achieve the plan goals and the quality of Chemical Education. During our investigative journey we realized that several factors imply this path, and among them we highlight the need for investment and actions that favor the training and appreciation of Chemistry teachers. We are less than a year away from the end of the PNE 2014-2024 and we have detected that few of its goals have been achieved. There were gaps and silences that prevented the advancement of goals, lack of follow-up and monitoring, lack of investment and commitment from government officials in general towards implementing the SNE, the PNE goals and from PEE-GO. Although we identified specific actions that show the slow progress of the plans, the process of evaluating and the preparation of a new plan should have already been started, but we did not identify any action. In the state of Goiás, we identified the adoption of the practice of meritocracy to the detriment of valorization policies for teaching professionals, adopting awards, bonuses and strategies to “comply” with the laws, without effectively promoting the training and valorization of the teaching career. Finally, we suggest a special look at the educational management of the federal education network, as in our understanding this network has the necessary elements to achieve most of the PNE's goals and promote the quality of education in the country. So we can conclude that once again education has been neglected, and even though there are laws that try to guarantee its quality, these are disregarded. It is urgent to establish the SNE, establish more severe ways of monitoring and demanding compliance with laws, so that the country can overcome this situation of ineffectiveness in education. Among the suggested measures, we highlight the creation of the SNE that is based on the management of the federal network, the insertion of more efficient monitoring and evaluation mechanisms, and especially adequate investment in public policies for education, as this is the hardest challenge for managers. Because only then we will truly have prospects for an educational system that elevates Brazil to the best levels in education quality.