O PARFOR e a formação de professores na Baixada Fluminense: um estudo sobre o curso e as egressas de pedagogia do IM/UFRRJ

Abstract

This Master's Thesis, developed in the Postgraduate Program – Training Processes and Social Inequalities – at the Faculty of Teacher Training at UERJ (PPGEDU/FFP/UERJ), linked to the Research line: Teacher Training, History, Memory and Practices Educational, is entitled “PARFOR and teacher training in Baixada Fluminense: A Study on the Course and Pedagogy graduates from IM/UFRRJ”. The investigation's central theme is initial teacher training offered by the National Teacher Training Program, PARFOR, and aimed to analyze the importance of the Program as a training policy for teachers working in public schools, focusing on the perception of graduates on the influence of the Pedagogy course in your career and professional performance, as well as in your personal growth. The research brought the Freirean perspective as theoretical support, as it values critical reflection and political representations, which favor the function of this national policy in its objectives. The discussion of the topic developed along two axes: 1- The National Plan for Training Teachers in Basic Education: the institution of PARFOR and a brief discussion on teacher training in Brazil, pointing out the late concern with teacher training, and the persistence in not universalizing this training at higher level. 2- The educational counter-reform that interrupted the progressive flow, in which we discussed dismantling, setbacks and ideological disputes in the political scenario of recent years, starting with the 2016 Coup, necessary for understanding the context in which the investigation develops, and the paths methodologies to carry out the research. We resorted to studies by Paulo Freire (1979; 1991; 1995; 1996; 1997; 2005), and authors in the field of teacher training, especially those linked to ANFOPE, such as Brzenzinki (2018), Freitas (2012; 2014; 2018), Freitas, H. (2015) and Lino (2019; 2018), among others. The investigation adopted a qualitative perspective, to collect the student teachers' perception of PARFOR, and used as an instrument a questionnaire with open and semi-open questions, sent via Google forms. The research subjects were student teachers from the Pedagogy course at UFRRJ/IM/Nova Iguaçu – RJ. The research found that PARFOR was important in the lives of graduates, not only in professional development, but above all, in re-signifying their life stories, by enabling the working teacher to become a critical subject, capable of understanding reality, contributing to awareness process and in its pedagogical practice, in a transformative conception. Entering the UFRRJ Pedagogy course allowed graduates to access instruments that allowed them to problematize the environment in which they live, and recognize the social obstacles placed on the working class by the restriction of the right to education and the increase in teacher training.