Entre a proposição e a prática: um estudo dos movimentos políticos e pedagógicos nas formações continuadas oferecidas pelo Geempa no período de 2010 a 2014

Abstract

This research aimed to identify the political and pedagogical elements that interfered in decision-making, regarding the use or not of the proposal of the Study Group on Education, Research Methodology and Action (Geempa) by teachers who attended the training, and by managers of the education networks that chose the proposal, in the city of Natal/RN, in the period between 2010 and 2014. The agreement between the Ministry of Education - MEC/National Fund for the Development of Education (FNDE) and Geempa, signed in from 2010 to 2014, was the object that triggered the present investigation, as it has as its centrality the continuing education offered by Geempa as one of the possibilities among the various public policies that were evident in the period. The methodology adopted was qualitative, a case study, with semi-structured interviews and document analysis. The interviews were carried out remotely with twelve teachers from the municipal network of Natal. These teachers participated in the training offered by Geempa in the aforementioned period. Data analysis was performed through content analysis and discursive analysis, establishing seven categories of analysis: Evaluation of continuing education offered by Geempa; positions on flow correction; factors that led to discontinuity and permanence in the program; assessment of student learning; loyalty to Geempa; applicability of the proposal and the perception of educational authorities regarding the formation of Geempa and other programs. In this study, elements of the non-continuity of the application of the Post-constructivist teaching proposal in the municipalities were found, such as the offer of other programs by the municipality and the non-participation of managers and directors in the training offered by Geempa. Participants recognize the continuing education offered by Geempa as of fundamental importance for their classroom practice, as theory and practice go hand in hand. The significant learning of students and teachers was also pointed out as a prominent element in the training process.