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Previous issue date: 2017 === Este relat?rio pretende analisar os impactos das pol?ticas p?blicas educacionais sobre o desenvolvimento profissional do T?cnico-Administrativo em Educa??o (TAE), no Instituto Federal de Educa??o, Ci?ncia e Tecnologia de Minas Gerais (IFMG) campus S?o Jo?o Evangelista, entre 2008 e 2016. Com este intuito revela a trajet?ria hist?rica da Rede Federal de Educa??o Profissional, de seu surgimento ? cria??o dos Institutos Federais, evidenciando a forma??o do IFMG e a estrutura organizacional do campus S?o Jo?o Evangelista. Caracteriza a carreira do TAE a partir do estabelecimento do Plano de Carreira dos Cargos T?cnico-Administrativos em Educa??o (PCCTAE) e determina o significado de desenvolvimento profissional a ser adotado. Em seguida, estabelece rela??es entre Estado, Governo e Pol?ticas P?blicas, realizando uma breve contextualiza??o a respeito das conflitantes teorias do surgimento do Estado, das teorias das Formas de Governo e das influ?ncias intr?nsecas na formula??o, implementa??o e avalia??o das pol?ticas p?blicas e das pol?ticas p?blicas educacionais nos governos do per?odo em estudo (Lula e Dilma) e imediatamente anterior (FHC). Por fim, analisa as principais pol?ticas p?blicas educacionais voltadas para o desenvolvimento profissional do TAE, discutindo seus impactos em forma de a??es e o perfil de capacita??o e qualifica??o deste servidor p?blico na Institui??o pesquisada. Trata-se de uma pesquisa de abordagem qualitativa, que adota a an?lise de conte?do conforme Bardin (1997) e utiliza os procedimentos das pesquisas bibliogr?fica e documental. Como resultado da investiga??o encontrou-se um cen?rio de poucas a??es de desenvolvimento profissional. Entre 2008 e 2012 foram poucas e isoladas a??es de apoio financeiro a eventos, cursos de curta dura??o e custeio de educa??o formal, sem a presen?a de instrumento normatizador. Entre 2012 e 2016 as a??es se alicer?aram em editais para apoio financeiro ? gradua??o e p?s-gradua??o, acrescidas de apoio financeiro a a??es individuais. A partir de 2016 se iniciou a constru??o de um Plano Anual de Capacita??o como mecanismo de gest?o, de forma a oferecer planejamento, organiza??o e manuten??o de um processo cont?nuo de desenvolvimento profissional do TAE. === Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. === This report intends to analyze the impact of educational public policies on the professional development of the Administrative Technician in Education (TAE), in the Instituto Federal de Educa??o, Ci?ncia e Tecnologia de Minas Gerais (IFMG) campus S?o Jo?o Evangelista between 2008 and 2016. With this This project reveals the historical trajectory of the Federal Network of Vocational Education, from its emergence to the creation of the Federal Institutes, evidencing the formation of the IFMG and the organizational structure of the campus S?o Jo?o Evangelista. It characterizes the career of the TAE from the establishment of the career plan of the Technical Administrative Positions in Education (PCCTAE) and determines the meaning of professional development to be adopted. Then, it establishes relations between State, Government and Public Policies, making a brief contextualization about the conflicting theories of the emergence of the State, theories of the Forms of Government and the intrinsic influences in the formulation, implementation and evaluation of public policies and public policies in the governments of the period under study (Lula and Dilma) and immediately prior (FHC). Finally, it analyzes the main educational public policies aimed at the professional development of the TAE, discussing its impacts in the form of actions and the profile of qualification and qualification of this public servant in the Institution researched. It is a qualitative research that adopts the content analysis according to Bardin (1997) and uses the procedures of bibliographical and documentary research. As a result of the research we found a scenario of few professional development actions. Between 2008 and 2012, there were few and isolated actions of financial support for events, short courses and cost of formal education, without the presence of a standardization instrument. Between 2012 and 2016 the actions were based on calls for financial support to undergraduate and graduate students, plus financial support for individual actions. Beginning in 2016, the construction of an Annual Training Plan was started as a management mechanism in order to offer planning, organization and maintenance of a continuous process of professional development of the TAE.
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