POLÍTICAS DE FORMAÇÃO DE PROFESSORES: IMPACTOS DO PLANO NACIONAL DE FORMAÇÃO DE PROFESSORES (PARFOR) E A ATIPICIDADE DO DISTRITO FEDERAL (2009-2013).

Abstract

In this Thesis, which is included in the area of research Estado, Políticas e Instituições Educacionais, it was analyzed the implications of formation provided by Plano Nacional de Formação de Professores at the workplace and at the practice of primary and secondary teachers at public schools in Distrito Federal (DF) who graduated in the second class of Dance at Instituto Federal de Educação, Ciência e Tecnologia of Brasília (IFB). The empirical fieldwork is made up of the second graduating class in Dance at IFB from 03-01-2012 to 08- 31-2013. The research problem was stated by the following question: what are the implications of the training provided by the PARFOR n in the work of teachers of basic education in the public education system of DF? The specific objectives of this Thesis are: identifying, through the reading of the minutes of meetings from supporting permanent forums of teacher s training, provided by Capes from 2009-2013, which culminated on the implementation of strategic plans of States and the Federal District, teacher s demands from the public sector at DF enrolled at continuous teacher training courses at PARFOR; following the development of teacher enhancement courses, according to Plano Estratégico de Forum Permanente de Apoio a Formação Docente do DF; analyzing the implications at primary and secondary education of Teacher`s training course from the second Dance class at IFB in the public education sector in DF. The orientation axes of the theoretical framework are: higher education in its political and economic contexts beginning at the 1990`s, the initial and continuous formation of primary and secondary teachers and PARFOR. The methodology for this analysis was Dialectical-Historical Materialism. This research constituted itself with a qualitative approach with the participation of individuals through semi-structured questionnaires and their following analyses. The subjects of this research are six professors at the Dance Course at IFB. The categories that emerged from the analysis of empirical material consist of: the antagonism between legal demands ad pedagogical practices of attending teachers who are getting a second certification in Dance at IFB; 2) the non-compatibility between the formation course and practice; 3) positive and negative impacts of the Dance Course at Primary and Secondary education. We conclude that the teacher`s continuous formation implemented at DF is the result of political arrangements that do not meet the priority needs of public schools and the needs of teachers in the public schools of the Distrito Federal. This type of continuing education also hurts legal system devices.