Politicas públicas na educação: os resultados do parfor a partir de um estudo de caso no Instituto Federal de Educação, Ciência e Tecnologia do Pará (IFPA)
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2016
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Nos últimos anos o governo federal do Brasil buscou desenvolver politicas públicas na formação
continuada dos professores em todos os estados da federação. Desse modo, o objetivo geral deste
trabalho foi compreender e analisar as politicas públicas na educação (PARFOR) a partir de um
estudo de caso no Instituto Federal de Educação, Ciência e Tecnologia do Pará (IFPA).
Especificamente buscou-se contextualizar a importância da formação de professores em âmbito da
educação básica; investigar sobre a implementação do PARFOR enquanto proposta de formação
inicial de professores no IFPA e verificar quais os objetivos do PARFOR, e os resultados alcançados
na visão dos alunos e professores, além do coordenador geral do PARFOR/IFPA. Trata-se de uma
pesquisa quantitativa e qualitativa, pois mescla resultados numéricos e interpretativos, a fim de
compreender o objeto estudado, ou seja, as ações do PARFOR no IFPA. A pesquisa desenvolveu um
estudo de caso, buscando características específicas, e, portanto, monográficas. O universo da
pesquisa foi o Instituto Federal de Educação, Ciência e Tecnologia do Pará (IFPA), sendo a amostra
do estudo membros da coordenação pedagógica do programa PARFOR. Usou-se o método da
observação não estruturada, diário de campo, entrevistas não estruturadas, aplicação de
questionários na pesquisa de campo. Conclui-se que a proposta do PARFOR/IFPA, na visão dos
professores entrevistados, veio ao encontro das esperanças e anseios por uma educação de base
mais forte, capaz de dar aos professores do ensino básico elementos necessários e sólidos para uma
educação transformadora. Porém constatou-se também que a conjuntura pela qual passa a educação
brasileira levou a diversos cortes de gastos do governo federal, causando a interdição do
PARFOR\IFPA, levando a suspensão da turma de 2015 para o segundo semestre, brecando o sonho
de centenas de professores que esperavam se capacitar a partir do PARFOR/IFPA.
In recent years the federal government of Brazil sought to develop public policies in the continuing education of teachers in all states. Thus, the aim of this study was to understand and analyze public policies in education (PARFOR) from a case study at the Federal Institute of Education, Science and Technology of Pará (IFPA). Specifically sought to contextualize the importance of teacher education in the context of basic education; investigate the implementation of PARFOR as a proposal for initial teacher training in the IFPA and check which goals PARFOR, and the results achieved in the eyes of students and teachers, besides the general coordinator of PARFOR / IFPA. It is a quantitative and qualitative research because merges numerical and interpretive results in order to understand the studied object, ie PARFOR actions in the IFPA. The research developed a case study, seeking specific characteristics, and therefore monographic. The research universe was the Federal Institute of Education, Science and Technology of Pará (IFPA), the study sample members of the pedagogical coordination of PARFOR program. He used the method of unstructured observation, field diary, unstructured interviews, questionnaires in field research. It is concluded that the proposed PARFOR / IFPA, in the view of the interviewed teachers, came to meet the hopes and aspirations for a stronger basic education, able to give teachers of basic education necessary and solid elements for transforming education. But it was also found that the circumstances in which passes the Brazilian education has led to several spending cuts by the federal government, causing the interdiction of PARFOR \ IFPA, leading to suspension of the 2015 class for the second half, brecando the dream of hundreds of teachers who hoped to qualify from PARFOR / IFPA.
In recent years the federal government of Brazil sought to develop public policies in the continuing education of teachers in all states. Thus, the aim of this study was to understand and analyze public policies in education (PARFOR) from a case study at the Federal Institute of Education, Science and Technology of Pará (IFPA). Specifically sought to contextualize the importance of teacher education in the context of basic education; investigate the implementation of PARFOR as a proposal for initial teacher training in the IFPA and check which goals PARFOR, and the results achieved in the eyes of students and teachers, besides the general coordinator of PARFOR / IFPA. It is a quantitative and qualitative research because merges numerical and interpretive results in order to understand the studied object, ie PARFOR actions in the IFPA. The research developed a case study, seeking specific characteristics, and therefore monographic. The research universe was the Federal Institute of Education, Science and Technology of Pará (IFPA), the study sample members of the pedagogical coordination of PARFOR program. He used the method of unstructured observation, field diary, unstructured interviews, questionnaires in field research. It is concluded that the proposed PARFOR / IFPA, in the view of the interviewed teachers, came to meet the hopes and aspirations for a stronger basic education, able to give teachers of basic education necessary and solid elements for transforming education. But it was also found that the circumstances in which passes the Brazilian education has led to several spending cuts by the federal government, causing the interdiction of PARFOR \ IFPA, leading to suspension of the 2015 class for the second half, brecando the dream of hundreds of teachers who hoped to qualify from PARFOR / IFPA.
Descrição
Orientação: Maria Margarido Pires ;
co-orientação: Ricardo Pinto.
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, EDUCAÇÃO, FORMAÇÃO DE PROFESSORES, ESTUDOS DE CASO, EDUCATION, TEACHERS EDUCATION, CASE STUDIES, BRASIL, BRAZIL