Políticas públicas para formação continuada do professor do ensino médio: governo Roberto Requião, 2003-2010

Detalhes bibliográficos
Autor(a) principal: Jost, Araci
Data de Publicação: 2010
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações do UTP
Texto Completo: http://tede.utp.br:8080/jspui/handle/tede/1447
Resumo: The objective of this study is the analysis and understanding of Parana State High School Professor’s Continuing Training politics between 2003 and 2010, period governed by Robert Requião, considering the theoretical contrast of the subject and legal proposals content. Educational reforms in the Nineties had been elaborated in the context of productive reorganization, required by economical laws axle formatted by neoliberal politics. The analysis bases itself in the bibliographical investigation of national theoretical contrast that subsidized the struggle during elaboration of norms to professors’ training, more specifically to continuing training and the different conceptions of continuing professors’ training, facing the content that remains as guiding public politics for current educational organization. In the same direction, by analysis of World Bank and UNESCO notes, the interrelation between continuing professors’ training and legal content for educational organization, more specifically High School education and its derivations for professors’ training, was measured. The research examines the method SEED, State Educational Secretary, uses to interpret, organize, actualize and endorse its proposal for Continuing Training, by several Programs for High School Professors, by reviewing documents and programs elaborated by State secretary. The review concludes that, in a context of contradictions intensification between capital and work, face to forces correlation determined by federal politics and international orientations, State of Parana’s Programs for Continuing Training firmed themselves as a differential space for training, protruding some advances. However, it would be naivety to affirm its total exemption, as professor’s training is made by class behalf.
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spelling Schlesener, Anita HelenaPereira, Maria de Fª RodriguesMichelotto, Regina MariaPeixoto, Elza Margarida e Mendonçahttp://lattes.cnpq.br/6848613327465151Jost, Araci2018-07-02T16:26:40Z2010-07-30Jost, Araci. Políticas públicas para formação continuada do professor do ensino médio: governo Roberto Requião, 2003-2010. 2010. 184 f. Dissertação( Mestrado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2010.http://tede.utp.br:8080/jspui/handle/tede/1447The objective of this study is the analysis and understanding of Parana State High School Professor’s Continuing Training politics between 2003 and 2010, period governed by Robert Requião, considering the theoretical contrast of the subject and legal proposals content. Educational reforms in the Nineties had been elaborated in the context of productive reorganization, required by economical laws axle formatted by neoliberal politics. The analysis bases itself in the bibliographical investigation of national theoretical contrast that subsidized the struggle during elaboration of norms to professors’ training, more specifically to continuing training and the different conceptions of continuing professors’ training, facing the content that remains as guiding public politics for current educational organization. In the same direction, by analysis of World Bank and UNESCO notes, the interrelation between continuing professors’ training and legal content for educational organization, more specifically High School education and its derivations for professors’ training, was measured. The research examines the method SEED, State Educational Secretary, uses to interpret, organize, actualize and endorse its proposal for Continuing Training, by several Programs for High School Professors, by reviewing documents and programs elaborated by State secretary. The review concludes that, in a context of contradictions intensification between capital and work, face to forces correlation determined by federal politics and international orientations, State of Parana’s Programs for Continuing Training firmed themselves as a differential space for training, protruding some advances. However, it would be naivety to affirm its total exemption, as professor’s training is made by class behalf.Este estudo tem como objeto a análise e a compreensão das políticas de Formação Continuada do Professor do Ensino Médio do Paraná, entre os anos 2003 e 2010, período governado por Roberto Requião, em face do embate teórico sobre o tema e o conteúdo das proposições legais. As reformas educacionais dos anos noventa foram elaboradas no contexto da reestruturação produtiva, requeridas por meio de um eixo normatizador econômico formatado pelas políticas neoliberais. A análise se embasa na investigação bibliográfica sobre o embate teórico nacional que subsidiou a luta travada na elaboração da legislação no que concerne à formação dos professores, mais especificamente à formação continuada, e das diferentes concepções de formação continuada do professor, perante o conteúdo que permanece como política pública direcionadora da organização educacional atual. Nessa mesma direção, aferiu-se por meio da análise dos apontamentos do Banco Mundial e Unesco, a interrelação destes com o conteúdo legal para a organização da educação, mais especificamente com o Ensino Médio e suas derivações para a formação de seus professores. A pesquisa examina a forma como a SEED interpreta, organiza, efetiva e avalia a sua proposta de Formação Continuada, em seus diversos Programas para os Professores do Ensino Médio, a partir do estudo dos documentos e dos programas elaborados por aquela Secretaria de Estado. O trabalho conclui que, num contexto de acirramento das contradições entre capital e trabalho, diante da correlação de forças determinada pelas políticas federais e orientações internacionais, os Programas do Paraná se firmaram como espaço diferenciado de formação, evidenciando alguns avanços. Todavia seria ingenuidade afirmar sua total isenção na medida em que a formação do professor se faz a partir de interesses de classe.Submitted by Divanete Paiva (divanete.paiva@utp.br) on 2018-07-02T16:26:40Z No. of bitstreams: 1 POLITICAS PUBLICAS PARA FORMACAO.pdf: 1010317 bytes, checksum: 887f98ee2092eca07ab60ab6ae059d46 (MD5)Made available in DSpace on 2018-07-02T16:26:40Z (GMT). No. of bitstreams: 1 POLITICAS PUBLICAS PARA FORMACAO.pdf: 1010317 bytes, checksum: 887f98ee2092eca07ab60ab6ae059d46 (MD5) Previous issue date: 2010-07-30application/pdfporUniversidade Tuiuti do ParanaMestrado em EducaçãoUTPBrasilEducaçãoPolíticas públicasFormação continuada do professorOntologia e conhecimento.Public policyContinuing teacher trainingOntology and knowledge.CIENCIAS HUMANAS::EDUCACAOPolíticas públicas para formação continuada do professor do ensino médio: governo Roberto Requião, 2003-2010info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis26175645301933333655005006006022136314876952138-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do UTPinstname:Universidade Tuiuti do Paranáinstacron:UTPLICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/1447/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51ORIGINALPOLITICAS PUBLICAS PARA FORMACAO.pdfPOLITICAS PUBLICAS PARA FORMACAO.pdfapplication/pdf1010317http://localhost:8080/tede/bitstream/tede/1447/2/POLITICAS+PUBLICAS+PARA+FORMACAO.pdf887f98ee2092eca07ab60ab6ae059d46MD52tede/1447oai:localhost:tede/14472018-07-02 13:26:41.087TEDEtede@utp.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
dc.title.por.fl_str_mv Políticas públicas para formação continuada do professor do ensino médio: governo Roberto Requião, 2003-2010
title Políticas públicas para formação continuada do professor do ensino médio: governo Roberto Requião, 2003-2010
spellingShingle Políticas públicas para formação continuada do professor do ensino médio: governo Roberto Requião, 2003-2010
Jost, Araci
Políticas públicas
Formação continuada do professor
Ontologia e conhecimento.
Public policy
Continuing teacher training
Ontology and knowledge.
CIENCIAS HUMANAS::EDUCACAO
title_short Políticas públicas para formação continuada do professor do ensino médio: governo Roberto Requião, 2003-2010
title_full Políticas públicas para formação continuada do professor do ensino médio: governo Roberto Requião, 2003-2010
title_fullStr Políticas públicas para formação continuada do professor do ensino médio: governo Roberto Requião, 2003-2010
title_full_unstemmed Políticas públicas para formação continuada do professor do ensino médio: governo Roberto Requião, 2003-2010
title_sort Políticas públicas para formação continuada do professor do ensino médio: governo Roberto Requião, 2003-2010
author Jost, Araci
author_facet Jost, Araci
author_role author
dc.contributor.advisor1.fl_str_mv Schlesener, Anita Helena
dc.contributor.referee1.fl_str_mv Pereira, Maria de Fª Rodrigues
dc.contributor.referee2.fl_str_mv Michelotto, Regina Maria
dc.contributor.referee3.fl_str_mv Peixoto, Elza Margarida e Mendonça
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/6848613327465151
dc.contributor.author.fl_str_mv Jost, Araci
contributor_str_mv Schlesener, Anita Helena
Pereira, Maria de Fª Rodrigues
Michelotto, Regina Maria
Peixoto, Elza Margarida e Mendonça
dc.subject.por.fl_str_mv Políticas públicas
Formação continuada do professor
Ontologia e conhecimento.
topic Políticas públicas
Formação continuada do professor
Ontologia e conhecimento.
Public policy
Continuing teacher training
Ontology and knowledge.
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Public policy
Continuing teacher training
Ontology and knowledge.
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
dc.description.abstract.eng.fl_txt_mv The objective of this study is the analysis and understanding of Parana State High School Professor’s Continuing Training politics between 2003 and 2010, period governed by Robert Requião, considering the theoretical contrast of the subject and legal proposals content. Educational reforms in the Nineties had been elaborated in the context of productive reorganization, required by economical laws axle formatted by neoliberal politics. The analysis bases itself in the bibliographical investigation of national theoretical contrast that subsidized the struggle during elaboration of norms to professors’ training, more specifically to continuing training and the different conceptions of continuing professors’ training, facing the content that remains as guiding public politics for current educational organization. In the same direction, by analysis of World Bank and UNESCO notes, the interrelation between continuing professors’ training and legal content for educational organization, more specifically High School education and its derivations for professors’ training, was measured. The research examines the method SEED, State Educational Secretary, uses to interpret, organize, actualize and endorse its proposal for Continuing Training, by several Programs for High School Professors, by reviewing documents and programs elaborated by State secretary. The review concludes that, in a context of contradictions intensification between capital and work, face to forces correlation determined by federal politics and international orientations, State of Parana’s Programs for Continuing Training firmed themselves as a differential space for training, protruding some advances. However, it would be naivety to affirm its total exemption, as professor’s training is made by class behalf.
dc.description.abstract.por.fl_txt_mv Este estudo tem como objeto a análise e a compreensão das políticas de Formação Continuada do Professor do Ensino Médio do Paraná, entre os anos 2003 e 2010, período governado por Roberto Requião, em face do embate teórico sobre o tema e o conteúdo das proposições legais. As reformas educacionais dos anos noventa foram elaboradas no contexto da reestruturação produtiva, requeridas por meio de um eixo normatizador econômico formatado pelas políticas neoliberais. A análise se embasa na investigação bibliográfica sobre o embate teórico nacional que subsidiou a luta travada na elaboração da legislação no que concerne à formação dos professores, mais especificamente à formação continuada, e das diferentes concepções de formação continuada do professor, perante o conteúdo que permanece como política pública direcionadora da organização educacional atual. Nessa mesma direção, aferiu-se por meio da análise dos apontamentos do Banco Mundial e Unesco, a interrelação destes com o conteúdo legal para a organização da educação, mais especificamente com o Ensino Médio e suas derivações para a formação de seus professores. A pesquisa examina a forma como a SEED interpreta, organiza, efetiva e avalia a sua proposta de Formação Continuada, em seus diversos Programas para os Professores do Ensino Médio, a partir do estudo dos documentos e dos programas elaborados por aquela Secretaria de Estado. O trabalho conclui que, num contexto de acirramento das contradições entre capital e trabalho, diante da correlação de forças determinada pelas políticas federais e orientações internacionais, os Programas do Paraná se firmaram como espaço diferenciado de formação, evidenciando alguns avanços. Todavia seria ingenuidade afirmar sua total isenção na medida em que a formação do professor se faz a partir de interesses de classe.
description The objective of this study is the analysis and understanding of Parana State High School Professor’s Continuing Training politics between 2003 and 2010, period governed by Robert Requião, considering the theoretical contrast of the subject and legal proposals content. Educational reforms in the Nineties had been elaborated in the context of productive reorganization, required by economical laws axle formatted by neoliberal politics. The analysis bases itself in the bibliographical investigation of national theoretical contrast that subsidized the struggle during elaboration of norms to professors’ training, more specifically to continuing training and the different conceptions of continuing professors’ training, facing the content that remains as guiding public politics for current educational organization. In the same direction, by analysis of World Bank and UNESCO notes, the interrelation between continuing professors’ training and legal content for educational organization, more specifically High School education and its derivations for professors’ training, was measured. The research examines the method SEED, State Educational Secretary, uses to interpret, organize, actualize and endorse its proposal for Continuing Training, by several Programs for High School Professors, by reviewing documents and programs elaborated by State secretary. The review concludes that, in a context of contradictions intensification between capital and work, face to forces correlation determined by federal politics and international orientations, State of Parana’s Programs for Continuing Training firmed themselves as a differential space for training, protruding some advances. However, it would be naivety to affirm its total exemption, as professor’s training is made by class behalf.
publishDate 2010
dc.date.issued.fl_str_mv 2010-07-30
dc.date.accessioned.fl_str_mv 2018-07-02T16:26:40Z
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dc.identifier.citation.fl_str_mv Jost, Araci. Políticas públicas para formação continuada do professor do ensino médio: governo Roberto Requião, 2003-2010. 2010. 184 f. Dissertação( Mestrado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2010.
dc.identifier.uri.fl_str_mv http://tede.utp.br:8080/jspui/handle/tede/1447
identifier_str_mv Jost, Araci. Políticas públicas para formação continuada do professor do ensino médio: governo Roberto Requião, 2003-2010. 2010. 184 f. Dissertação( Mestrado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2010.
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dc.publisher.department.fl_str_mv Educação
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