Formação continuada de professores e pedagogos do ensino médio : estudo sobre o PNEM no Estado do Espírito Santo

Abstract

This study aims to analyze the perceptions of teachers and pedagogical coordinators in the public education of the state of Espirito Santo on the implications of continuing teacher training in secondary education, based on the National Pact for Strengthening of Secondary Education (PNEM). The Pact, developed by the Ministry of Education, was regulated by Ministerial Ordinance No. 1,140, in November 22nd, 2013, regulated the Pact and through it, the Ministry of Education, the state education secretaries and the higher education institutions assent the commitment to valorizing the continuing education of teachers and pedagogical coordinators who work in public secondary education in rural and urban areas. In this research, it was proposed: to identify the trajectory of the continuing education in the system education of the state of Espirito Santo, we aim to identify the profile of the subjects of the formation; Check the articulation of the PNEM to the innovative high school program (ProEMI); investigating the opinion of the subjects involved in meeting the objectives of the PNEM; To analyze the proposal of continuous training in the PNEM, as the organization, structure, methodology, relationship between the content of the training and the teaching practice and the financing. Therefore, the methodological proposal of the research is based on the exploratory research of a documentary procedure and to analysis of the results, we take as reference the Simec platform and the survey (instrument elaborated by the PNEM coordination in UFES and applied to the course members). It was found that the PNEM training represented a moment of strengthening in relationship and interaction of teachers in the various areas of knowledge, as well as reflection and updating of pedagogical and curricular practices. Although the Pact represents an advance for the appreciation of the education professional, there are gaps to be overcome, especially with regard to the need to expand the debates that involve teaching methodologies, teaching identity and school reality, in the perspective of finding effective measures to promote the valuation of the education professional, as well as the development of secondary education. With a view to finding effective measures for the promotion of appreciation of the education professional, as well as the development of secondary education.