A política de formação continuada da Secretaria Municipal de Educação de Belém: o Projeto Expertise sob o “olhar” dos professores

Abstract

The policy of continuing education of the teachers from the Municipal Department of Education in Belém is object of study for integrating the analyzes about the Expertise Project in Literacy as well as its influence in professional practice, starting the understanding of literacy teachers. The study aimed to analyze adopted trends for educational policies related to continuing education in Brazil and its theoretical and methodological approaches with Belém’s municipal policy and how the performance results could be noticed as well as the fulfillment of teacher’s requirements goals. The methodological procedure consisted of a research on qualitative approaching, using a semi-structured interview as data collection instrument also using the Expertise Project in Literacy constituting documents for it. Data were organized in interpretative categories linked to the continuing education project and based on speech analysis. Considerable results were achieved, allowing infer between theoretical and methodological approach of continuing training and a trend based on the technical rationality that sees teachers as educational technologists. Also, we verify the implementation of the performance logic around setting goals, as the speeches of teachers revealed that the project contributes to professional activities as pedagogic support, but with assignments of responsibilities required in addition to the working conditions provided by the Education Department. Another aspect scored through the speech is the teachers’ work control based on their pedagogical acting, by the restriction of their autonomy in the face of their duties in the preparation of planning, the organization of their rooms and the ability to evaluate the learning process of their students. In resume, we conclude that continuous education as teacher right, they should be seen as social worker, thinking, with diverse interests, besides putting in question the broader discussion of the teaching-learning process in a society with social, political and economic problems.