A formação de professores em serviço e o regime colaborativo: o contexto de dois municípios da mesorregião do sul fluminense do Estado do Rio de Janeiro em discussão

Abstract

This paper investigates in-service teacher training through programs set off by the collaborative efforts between the Union and its federative entities in the perspective of their contribution towards facing the local needs of the training policies developed in municipalities. It is a qualitative and descriptive research, involving the study of official documents related to teacher training and to the use of semistructured interviews with the subjects involved in programs linked Action Plan (PAR) in Barra do Piraí and Piraí, two cities that belong ttoo tthhee Amrtidic uSlaotuetdh Fluminense region in the Rio de Janeiro State. The study results indicate that the National Pact for Literacy at the Right Age (PNAIC) was the teacher training program being developed in association with the Federal Government in both cities at the time the research was being carried out. Although its conception and practice had previously been defined by MEC, the national education office, the program proved quite significant to the cities involved, despite its discontinuation due to budget issues. In addition, the networks keep the projects and actions organized by related work groups and by other public and private instances. Such a movement enables one to assert that in-service teacher training has a varied nature that is important to teaching development, since the collaborative environment pertaining to the municipalities researched achieved positive points, among which the development of training programs which are relevant to the locality. On the other hand, several challenges still need to be overcome in such a cooperative relation between the federal government and the cities, such as the technical and financial support that may stimulate the creation of in-service training by local instances, so as to articulate their best practices with the MEC actions, overcoming the limitation to a roll of inductive standardized actions chosen by the cities. It is also extremely important to increase teacher participation conditions in the in-service teacher training discussion, proposition and implantation processes.