A forma????o continuada de professores do Distrito Federal na EAPE: contextos e concep????es

• Main Author: Dantas, Eriane de Ara??jo
• Other Authors: Jesus, Wellington Ferreira de
• Format: Others
• Language: Portuguese
• Published: Universidade Cat??lica de Bras??lia 2017
• Subjects: Forma????o continuada; Forma????o profissional; Centro de Aperfei??oamento dos Profissionais de Educa????o (EAPE); CIENCIAS HUMANAS::EDUCACAO
• Online Access: https://bdtd.ucb.br:8443/jspui/handle/tede/2031

Submitted by Sara Ribeiro ([e-mail]) on 2017-04-06T20:58:28Z No. of bitstreams: 1 ErianedeAraujoDantasDissertacao2016.pdf: 2670434 bytes, checksum: 3e6fd76e27288bd33a61fce502ee643f (MD5) === Approved for entry into archive by Sara Ribeiro ([e-mail]) on 2017-04-06T20:58:48Z (GMT) No. of bitstreams: 1 ErianedeAraujoDantasDissertacao2016.pdf: 2670434 bytes, checksum: 3e6fd76e27288bd33a61fce502ee643f (MD5) === Made available in DSpace on 2017-04-06T20:58:48Z (GMT). No. of bitstreams: 1 ErianedeAraujoDantasDissertacao2016.pdf: 2670434 bytes, checksum: 3e6fd76e27288bd33a61fce502ee643f (MD5) Previous issue date: 2016-08-12 === This study, developed under the Stricto Sensu Post Graduation Program in Education at Universidade Cat??lica de Bras??lia (UCB), discusses the continuous education for teachers of public education in the Federal District (Distrito Federal ??? DF) developed by the Education Professionals Improvement Center (Centro de Aperfei??oamento dos Profissionais de Educa????o ??? EAPE), a Federal District Education Secretary (Secretaria de Estado de Educa????o do Distrito Federal ??? SEDF) unit, existing since 1995. The objective of this study was to analyze the limits and possibilities of this institution in the development of continuous education for teachers. For such, we selected the period from 1995 to 2010, divided into three sessions (1995-1998, 1999- 2002/2003-2006 and 2007-2010), when the administration of DF was conducted by three different governments, with diversified political orientations. For collecting data, we reached for semi-structured interviews and document analysis. The individuals chosen for research were professionals involved with the management of EAPE and the execution of continuing education activities as well as directors of the Federal District Teachers??? Union (Sindicato dos Professores no Distrito Federal ??? Sinpro/DF) in each of the three sessions. Based on data analysis, there were differences noted in what concerns the relevance conferred to continuing education for teachers and to EAPE depending on the political conception of the government in front of the DF administration. We also observed differences in how the continuing education for teachers policy was developed and in whether involved individuals could participate in the formulation of such activities. Throughout its history, EAPE suffered material limitations, such as lack of financial resources and the inadequacy of physical structure for the activities??? execution. In general, EAPE???s actions were also limited due to the absence of closeness of its professionals to the schools, in order to get to know the teachers??? realities and their needs for training; deficiency of teachers??? mobilization strategies to participate on continuing education activities; and lack of effectiveness evaluation of actions developed by the Improvement Center. On the other hand, EAPE may be considered successful in establishing a state policy, which keeps organizing the continuous training of DF education professionals, notwithstanding the influences and alterations it suffers from government changes. We consider that, by overcoming the limitations presented in this study, EAPE will be able to reconstitute itself as a space for the mobilization of teachers and allow a bigger participation of scholars in the elaboration of continuing education principles and activities, in a medium range. We also consider that EAPE will be able to retrieve educational propositions that take the diversity of realities in the DF schooling system and needs of teachers into consideration, investing as well in continuing education activities in the institutions??? spaces. === Este trabalho, desenvolvido no Programa de P??s-Gradua????o Stricto Sensu em Educa????o da Universidade Cat??lica de Bras??lia (UCB), aborda a forma????o continuada de professores da educa????o b??sica p??blica do Distrito Federal (DF) desenvolvida pelo Centro de Aperfei??oamento dos Profissionais de Educa????o (EAPE), unidade da Secretaria de Estado de Educa????o do Distrito Federal (SEDF) em funcionamento desde 1995. O objetivo do trabalho foi analisar os limites e as possibilidades dessa institui????o no desenvolvimento da forma????o continuada docente. Para tanto, optou-se pelo recorte temporal de 1995 a 2010, dividido em tr??s per??odos (1995-1998, 1999- 2002/2003-2006 e 2007-2010), durante os quais a administra????o do DF foi comandada por tr??s diferentes governos, com orienta????es pol??ticas diversas. Para coleta dos dados, recorreu-se ?? entrevista semiestruturada e ?? an??lise documental. Escolheram-se como sujeitos da pesquisa profissionais envolvidos com a gest??o da EAPE e com a realiza????o das atividades de forma????o continuada bem como representantes do Sindicato dos Professores no Distrito Federal (Sinpro/DF) de cada um dos tr??s per??odos. A partir da an??lise dos dados, observaram-se diferen??as em rela????o ?? relev??ncia dada ?? forma????o continuada e ?? EAPE a depender da concep????o pol??tica do governo ?? frente da administra????o do DF. Notou-se tamb??m altera????o na forma como a pol??tica de forma????o continuada foi desenvolvida e na possibilidade de os sujeitos envolvidos participarem da elabora????o das atividades formativas. Em sua trajet??ria, a EAPE sofreu limita????es materiais, como a falta de recursos financeiros pr??prios e a inadequa????o da estrutura f??sica para implementa????o das a????es. De um modo geral, limitaram a a????o da EAPE tamb??m a aus??ncia de aproxima????o de seus profissionais com as escolas, de modo a conhecer a realidade dos educadores e suas necessidades de forma????o; a falta de estrat??gias de mobiliza????o da categoria docente para participarem das atividades formativas; e a car??ncia de avalia????o da efetividade das a????es desenvolvidas pelo Centro de Aperfei??oamento. Por outro lado, pode ser considerado um ponto forte o fato de a EAPE se constituir uma pol??tica de Estado, que, n??o obstante as influ??ncias e as altera????es sofridas por for??a das mudan??as de governo, se mant??m organizando a forma????o continuada dos profissionais da educa????o do DF. Considera-se que, com a supera????o das limita????es observadas, a m??dio prazo a EAPE tem possibilidades de se reconstituir como um espa??o de mobiliza????o dos professores e de permitir uma maior participa????o dos docentes na elabora????o dos princ??pios e das atividades de forma????o continuada assim como de resgatar propostas formativas que levem em conta a diversidade de realidades do sistema de ensino do DF e as necessidades dos professores, investindo tamb??m em atividades formativas no ambiente das institui????es escolares.