A Formação Continuada de Professores na Perspectiva da Política de Educação Integral no Município de Santarém – Pará

Abstract

The proposal inducing the full-time policy in the country is encouraged by the implementation of the More Education Program, which was created with the aim of providing subsidies to the development of this policy. In the municipality of Santarém, the establishment of this policy, carried out by means of the adherence to the program in 2009, had the intention of promoting the full-time education of children and adolescents with activities related to ethic, moral and social values. Amid this debate, the continued formation of teachers is considered as a key element to the development of the policy. Given these questions, the following question is made: how the process of continued formation contributes to the work of teachers that work in full-time schools in the municipality of Santarém? The research had the aim of analyzing how the process of continued formation has been carried out to contribute to the activities of professors that work in full-time schools in the municipality of Santarém. This is a qualitative survey based on a documentary and field research undertaken in both schools of full-time in the municipality: Frei Fabiano Merz School, situated on the countryside, and Irmã Dorothy Mae Stang, situated on the countryside. In order to reach the proposed objective, it was carried out a survey and a study of the literature on integral education, full time school and continued formation of teachers, documents prepared and disseminated by the Ministry of Education - MEC; National, State and Municipal Education Plans and Political Pedagogical Projects of the schools researched. The techniques and instruments used to obtain the collected data were the documentary analysis, content analysis and semi-structured interviews with: 01 Coordinator of the More Education Program, 02 Directors and 05 Teachers. It was found that teachers did not receive training to work in full-time schools. Continued training aimed at these professionals takes place in pedagogical meetings, among peers or through training provided by SEMED. Finally, a more detailed discussion about continued formation for teachers in the school context is not only timely but also fundamental. The research led to the understanding that a greater alignment of this training in the contribution of the teaching action in the professional development of the teachers who work in the full-time schools is lacking.