A formação continuada na rede pública municipal em Paço do Lumiar-MA: análise da política implementada com professoras(es) dos Anos Iniciais do Ensino Fundamental

Abstract

This work, linked to the Educational and School Management Research Line of the Postgraduate Program in Education at the State University of Maranhão (PPGE/UEMA), presents an analysis of the Continuing Training Policy for Teachers implemented in the municipality of Paço do Lumiar (MA). The study takes place based on the following problem: how has the Continuing Training policy been managed with teachers in the Initial Years of Elementary School, in the municipality of Paço do Lumiar (MA)? The study's general objective is to analyze the Management of Continuing Training Policy with teachers in the Initial Years of Elementary School, in the Public Network of the municipality of Paço do Lumiar (MA), due to the need to examine foundations, resources and guidelines for the planning, practice and monitoring of training in the aforementioned Municipal Network. It unfolds into the following specific objectives: describe material, pedagogical, financial, infrastructural and human resources, as well as implementation strategies such as location, duration and frequency used in the practice of Continuing Training; understand the theoreticalmethodological approaches and respective political and pedagogical intentions, used to support training content developed with teachers from the Municipal Network; verify ways of monitoring Continuing Training, developed in the Municipal Public Network, as well as possible implications for the professional development of teachers in this network; prepare a Guidebook that equips SEMED's Educational Management, in order to understand and enable the participation of teachers in the process that involves the continued training of the network. We used collaborative observation and recorded interviews, in addition to profiling research participants. In methodological processes, it is anchored in the dialectical method, considering social and historical aspects, having a descriptive character and using bibliographic, documentary and field studies. It is based on theoretical references, such as: Floriani (2008); Maués; Camargo (2022); Gatti (2008); Passion (2015); Prada (1997); Militão and Leite (2013); Paro (2016); Freire (2001); Albuquerque (2021), among others. Therefore, we consider the topic in question relevant, as we believe that the Continuing Training of Teachers has an essential social and educational function, the construction of quality education, and the professional development of teachers, making it necessary to reflect on its bases, in addition to political and pedagogical influences