2019-04-082019-04-082017-11-09PALHETA, Luis Fernando. O plano de ações articuladas (PAR) em cinco municípios paraenses: as implicações na formação continuada de professores. Orientador: Arlete Maria Monte de Camargo. 2017. 174 f. Dissertação (Mestrado em Educação) – Instituto de Ciências da Educação, Universidade Federal do Pará, Belém, 2017.Disponível em: http://repositorio.ufpa.br/jspui/handle/2011/10902. Acesso em:.https://repositorio.ufpa.br/handle/2011/10902This dissertation research had as its object the study of the Articulated Actions Plan (PAR) and the relation of the Continued formation of teachers as strategic axis for the elevation of the educational indices in the municipalities of Pará, selected in the study. In view of this, it is considered that this educational policy is engendered in a political, economic and social context of intense changes orchestrated by a conception of neoliberal society that is based on the justification that the State is in crisis and needs to be reformed. Thus, the research problem that gave rise to the study had as its purpose to understand how the policies of continuing teacher education are materialized from federative relations, in the context of the Articulated Actions Plan (PAR), 2007-2011, in five municipalities Paraenses: Altamira, Barcarena, Bethlehem, Cametá and Castanhal? In an attempt to respond to the problem, the general objective that proposed to investigate the implementation of the Plan of Articulated Actions in the 2007-2011 period in the five municipalities of Pará, was analyzed, considering the federative relations from the policies of continuous context of the PAR. The theoretical-methodological paradigm that sustains the study comprehends the social and historical reality within the totality of a structure structured and articulated dialectically. Based on this, we had as a parameter in the development of the study to seek to highlight the structure and dynamics that permeates the object of study, in the sense of aiming at the reach of its essence. The three categories of content: Educational Planning, Continuing Teacher Education, and Educational Assessment comprised research as a way of understanding the object as a whole, as well as document analysis and semi-structured interviews. For the analysis of the data, by systematizing the organization of the empirical material, we used the computerized educational program called "WordSmith Tools" prioritizing the qualitative aspects according to the theoretical framework. And finally, the final considerations which pointed out contradictions in the process of preparation, planning and follow-up of the RAP, but also possible advances to the municipalities of Pará. Regarding the policies of continuing teacher training, it was evidenced that they are directed to the elevation of educational indicators and the municipalities of Paraense only joined the teacher training programs created by the MEC, with the autonomy and participation constrained generated by a process of accountability to teachers. In the light of these results, a study of teacher education is defended in order to ensure a solid theoretical formation, based on concrete reality and considering the valorization, career, salary and good working conditions as a right of teachers.Acesso AbertoFormação docentePolíticas públicasAvaliação educacionalPlanejamento educacionalDissertaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAOFORMAÇÃO DE PROFESSORES, TRABALHO DOCENTE, TEORIAS E PRÁTICAS EDUCACIONAISEDUCAÇÃO