The basis theory and policy in continuing education teachers network state of São Paulo state education: training and school improvement in review

Author(s)

Sarah Maria de Freitas Machado Silva

• Document type: Doctoral Thesis
• Press: Campinas, SP.
• Institution: Universidade Estadual de Campinas (UNICAMP). Faculdade de Educação
• Defense date: 2015-02-27

Examining board members

Silvio Ancisar Sanchez Gamboa; Lidiane Teixeira Xavier Alves; Mirian Fábia Alves; Luis Enrique Aguilar; Debora Cristina Jeffrey

• Advisor: Silvio Ancisar Sanchez Gamboa

Abstract

This study was characterized as a bibliographic and documentary research, theoretical and political character to the continuous training of teachers of the State of São Paulo (REE / SP) in the School of Education and Teacher Enhancement (EFAP) and in particular the specific training course for freshmen. First, we aimed to identify and analyze the theoretical and political bases that support the educational project Specific Training Course offered by EFAP. This work also recovered information about continuing education courses offered by EFAP since its inception in 2009; Examined the main epistemological assumptions related to the educational theories, specifically with regard to the concepts of Education, Curriculum and Teacher; Placed this production in the context of the historical trajectory of creation and development of training courses conducted by EFAP, its articulation with the educational policies in the years 1983-2014. As regards the categories of analysis, we determined as a research strategy the analysis of situation before the need to work in this model the categories of events, scenarios, actors, balance of power and articulation between structure and environment. Therefore, the research revealed that educational actions and policies of the state government of São Paulo, in the last 30 years, the efforts of Montoro, Quercia, Fleury, Covas, Alckmin, Serra and Alckmin, occurred through a series of policy measures educational forging the teacher a pragmatic training and guided by technical rationality. The survey revealed that the government Serra (2007-2010), with the creation of EFAP, the training of teachers in service assumes role in reforms supported in the discourse of innovation, efficiency to achieve better results of students linked directly to the teacher's career. In this sense, the creation of EFAP aims to endorse and ensure the retraining of teachers in service, as from 2010, the entry of these professionals in REE / SP necessarily require, in addition to proof of expertise and proof titles, passing the preparatory training course for so exercise their activity with the students. So in that case requalify refers to the notions of competence, legitimate authority for specific knowledge and also refers to the practice experience (neopragmatism), alluding to the effectiveness and efficiency concepts that ensure a "good" professional. Finally, evidenced in the research process that the state government, to choose the model of (re) certification, is dealing with education in the sphere of the competence of teachers, meaning that all the results of the evaluations will fall as their individual responsibility. Therefore, the main epistemological assumptions related to the educational theories are anchored on the principles of logic technical and pragmatic rationality (AU)

• FAPESP's process: 11/19607-7 - THE FOUNDATIONS AND THEORY POLICY IN CONTINUING EDUCATION OF EDUCATION STATE TEACHERS NETWORK IN SÃO PAULO STATE: The School of Training and development of teachers in analysis
• Grantee: Sarah Maria de Freitas Machado Silva
• Support Opportunities: Scholarships in Brazil - Doctorate