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A formação continuada dos professores das séries finais de Samambaia no Distrito Federal : um estudo comparado das leis 1961/1971/1996 e suas implicações na docência
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Este estudo tem como objetivo analisar os aspectos de formação continuada, constituídos ao longo dos percursos de desenvolvimento profissional dos docentes das séries finais do ensino fundamental, na rede pública de ensino de Samambaia no Distrito Federal (DF). Apresentam-se como objetivo de estudo as seguintes questões norteadoras: Quais as perspectivas do professor no sistema educacional brasileiro e do Distrito Federal no contexto das leis de sua formação? Como o estudo comparado das leis e da necessidade de formação continuada pode contribuir para o processo de formação dos professores da rede pública de Samambaia? Para esse fim, abordamos o histórico da formação do professor no Brasil, desde 1961 até os dias atuais, tendo como principal embasamento, as Leis de Diretrizes e Bases da Educação Nacional e a Formação de Professores - 1961/1971/1996, as quais legalizaram tanto a profissão docente como regularizaram a prática do magistério no Brasil. A seguir, apresentamos a metodologia e os procedimentos que foram utilizados. Na sequência, encontram-se os perfis dos participantes voluntários que forneceram dados necessários para a análise e a discussão do estudo comparado dessas mesmas leis, o que permitiu identificar o seu impacto na formação continuada dos professores da rede pública de Samambaia. Pode dizer-se que essas leis possibilitaram como via de acesso, tanto a formação docente como a instrumentalização profissional e, também, serviram de instrumentos de ação pública que regulam as políticas de formação em âmbito nacional e distrital: uma breve abordagem da legislação brasileira e a formação do educador no DF, com o objetivo de assimilar e compreender o processo de formação continuada dos docentes no Brasil e no DF e, em específico, da cidade de Samambaia. Percebe-se que houve avanços legais, que leis possibilitam essa formação continuada dos professores, permitindo que eles façam cursos a qualquer tempo do seu exercício profissional. A análise apresentou um estudo comparado das Leis. Nº 4.024/61; 5.692/71; 9.394/96; fazendo um paralelo associativo com os depoimentos dos professores entrevistados. Foi identificada à repercussão dessas leis nos procedimentos pedagógicos. Primeiramente, percebeu-se que na lei de 1961 o professor inexistia porque não havia exigência de formação específica para o magistério, ou seja, com certa formação, qualquer pessoa poderia ser professor. Na segunda lei de 1971, o Estado ao legislar priorizou o ensino técnico profissionalizante para o rápido crescimento econômico do país e não fez referência específica à formação para o magistério. Já na terceira e última lei de 1996 houve alcanço porque a lei trouxe no texto os artigos que viabilizaram a melhora do ensino fundamental, pois ela exigiu a formação específica para o professor, e ainda permite que eles realizem cursos de formação continuada. Para fundamentar as questões aqui discutidas, levamos em consideração o contexto histórico das leis, bem como a formação docente e o modo como as leis se estruturaram Constatou-se nesta investigação que as leis apresentam certo impacto nas políticas públicas no que se refere à formação continuada dos docentes, no entanto, na aplicação das leis nas práticas pedagógicas da escola de Educação Básica, de Samambaia, percebemos que as leis são mal aproveitadas pelo poder público. Esses resultados demonstram que, a educação no Brasil ainda continua a passos lentos.
This study aims to analyze aspects of continuing education, with courses of professional development for teachers, who teach upper grades of elementary school, in public schools in Samambaia in the Federal District (DF). They are presented as object of study of the following guided questions: What are the prospects of the teacher in the Brazilian educational system and the Federal District in the law context and according to their training? How can the comparative study of laws and the need for continuing education contribute to the process of training of public school teachers in Samambaia? With this objetive, we discuss the history of teacher education in Brazil, from 1961 to the present, the main foundation was the Law of Guidelines and Bases of National Education and Teacher Training - 1961/1971/1996, which legalized both the teaching profession as well as regulated the practice of teaching in Brazil. Later, we present the methodology and procedures that were used. After that, the profiles of volunteer participants who provided data needed for the analysis and a comparative study of these same laws were shown, which allowed us to identify their impact on the ongoing training of public school teachers in Samambaia. It can be said that these laws are gateways to, both teacher training and professional instrumentation, they are also seen as public instruments for government training policies in National and District level: a brief approach to Brazilian legislation and the training of education in the Federal District, in order to assimilate and understand the process of continuing education of teachers in Brazil and in Federal District, in special the city of Samambaia . It is seen that there were legal developments; laws enable this continuing education, allowing teachers to take courses at any time of their professional practice. The analysis of the law, presented a comparative study of the legislations. No. 4,024 / 61; 5.692 / 71; 9.394 / 96; an associative parallel with the statements of the interviewed teachers. It has identified the impact of those laws on the educational procedures. First of all, it was noticed that in the law in 1961 the teacher did not exist because there was no specific training requirement for teaching, in other words, with some practice, anyone could be a teacher. The second law in 1971, the Government legislation, prioritized technical education because economy was developing so fast and they did not make specific requirements for the training of teachers. In the third and last law in 1996, the objetive was established because the law brought text articles that enabled the improvement of basic education, it required specific training for teachers, and also allowed them to complete continuing education courses. To support the issues discussed here, it was taken into account the historical context of the laws, as well as teacher training and the way the laws were structured. It was found in this research, the laws have some impact on public policies with regard to the continuing training for teachers, however, in applying the laws in the pedagogical practices of the school of Basic Education, in Samambaia, we realized the laws were poorly used by the government. These results demonstrated education in Brazil is still at a slow pace.
This study aims to analyze aspects of continuing education, with courses of professional development for teachers, who teach upper grades of elementary school, in public schools in Samambaia in the Federal District (DF). They are presented as object of study of the following guided questions: What are the prospects of the teacher in the Brazilian educational system and the Federal District in the law context and according to their training? How can the comparative study of laws and the need for continuing education contribute to the process of training of public school teachers in Samambaia? With this objetive, we discuss the history of teacher education in Brazil, from 1961 to the present, the main foundation was the Law of Guidelines and Bases of National Education and Teacher Training - 1961/1971/1996, which legalized both the teaching profession as well as regulated the practice of teaching in Brazil. Later, we present the methodology and procedures that were used. After that, the profiles of volunteer participants who provided data needed for the analysis and a comparative study of these same laws were shown, which allowed us to identify their impact on the ongoing training of public school teachers in Samambaia. It can be said that these laws are gateways to, both teacher training and professional instrumentation, they are also seen as public instruments for government training policies in National and District level: a brief approach to Brazilian legislation and the training of education in the Federal District, in order to assimilate and understand the process of continuing education of teachers in Brazil and in Federal District, in special the city of Samambaia . It is seen that there were legal developments; laws enable this continuing education, allowing teachers to take courses at any time of their professional practice. The analysis of the law, presented a comparative study of the legislations. No. 4,024 / 61; 5.692 / 71; 9.394 / 96; an associative parallel with the statements of the interviewed teachers. It has identified the impact of those laws on the educational procedures. First of all, it was noticed that in the law in 1961 the teacher did not exist because there was no specific training requirement for teaching, in other words, with some practice, anyone could be a teacher. The second law in 1971, the Government legislation, prioritized technical education because economy was developing so fast and they did not make specific requirements for the training of teachers. In the third and last law in 1996, the objetive was established because the law brought text articles that enabled the improvement of basic education, it required specific training for teachers, and also allowed them to complete continuing education courses. To support the issues discussed here, it was taken into account the historical context of the laws, as well as teacher training and the way the laws were structured. It was found in this research, the laws have some impact on public policies with regard to the continuing training for teachers, however, in applying the laws in the pedagogical practices of the school of Basic Education, in Samambaia, we realized the laws were poorly used by the government. These results demonstrated education in Brazil is still at a slow pace.
Descrição
Tese de mestrado, Ciências da Educação (Área de especialidade em História da Educação), Universidade de Lisboa, Instituto de Educação, 2016
Palavras-chave
Professores - Formação - Brasil Educação permanente Teses de mestrado - 2016