Política Pública de Formação Continuada do Professor: O PDE no Paraná - Implicações no Trabalho Docente

Abstract

This study has as object analysis and understanding of the public policy of Continuing Teacher Education of the state of Paraná teaching, embodied in the Educational Development Program between the years 2003-2010. The research constitutes a research bibliographical, documentary and field, from the dialectical historical materialist method, in the understanding that the data collected in these three investigative processes are linked to a qualitative analysis of understanding reality. The objectives were to understand from the teacher training PDE to what extent the assumptions, the design and the objectives announced in the Program have been objectified in social relations, in teaching, in the socialization of knowledge and resizing of collective practices. Similarly, understanding the process of implementation and coordination between the two levels of education (basic education and higher education) since the program was developed in partnership between the two levels of education. Still, it explains how and to what extent were incorporated historical propositions of workers of education for continuing education. The paper concludes that: when considering the broader spectrum of social, political, economic and educational, in the midst of the neoliberal capitalist society, the Public Policy for Continuing Education, materialized in the Educational Development Program between the years 2007-2010, which political and methodological design is guided by the ontological principle of work, it presents itself as an innovative proposal for qualification, which contributes to the improvement and career advancement and appreciation of teachers; opposes the view of education, training and teaching work closely linked to the labor market and, to some extent, welcomes the claims and propositions of education workers; this program has provided important contributions in the field of continuing education of the state system of Parana school teachers about the political and disciplinary foundations of theoretical and practical character with significant impact on improving the teaching-learning process, even if not directly through the implementation of projects intervention, but by the very condition of deepening the knowledge of the teacher participating in the program and, therefore, the incidence in their teaching, the preparation of lessons, organization of content with working methodology and evaluation process; even considering the problems, the difficulties encountered during the program does not negate the efforts made so far, in contrast, indicate chances of ever overcoming