PARFOR as a Public Policy for the (con)training of teachers: necessary reflections

• Autor(a) principal: Santos, Sueli Andrade dos
• Data de Publicação: 2022
• Outros Autores: Souza, Maria de Fátima Matos de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/30202
• topic: Public Policy; Health Teaching; Teacher Training; Neoliberal policy.; Políticas Públicas; Formación de Profesores; Enseñanza en salud; Política neoliberal.; Políticas Públicas; Ensino em Saúde; Formação de Professores; Política neoliberal.

The theme of this article is Public Policies for Teacher Training, and the object of study is the Plano Nacional de Formação de Professores da Educação Básica - PARFOR. The study started from the following problem: In which way does PARFOR constitute itself as a compensatory neoliberal education policy that aims to (con)form the teacher-student to a marketing logic of training? The general objective is to understand how PARFOR is characterized as a neoliberal policy for teacher training. It is a preliminary study, result of research for the Thesis that will be presented to Programa de Pós-Graduação em Educação – PGEDA. This is a study with a qualitative approach, based on the Dialectical Historical Materialism (DHM) method. It is a Documentary research, which focuses on the official documents of PARFOR, as well as on the literature in the area of educational policies. The analyzes proposed reveal that PARFOR is a compensatory neoliberal policy of fast formation that is based on assumptions of individualism and blame, and that can produce the organic intellectuals of the hegemony of Capital, in a process of conformation in a market logic. This can threat the training for a transformative and socially referenced praxis.