POLÍTICAS PÚBLICAS DE FORMAÇÃO CONTINUADA: O PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL (PDE) NO ESTADO DO PARANÁ E A FORMAÇÃO DOS PROFISSIONAIS DA EDUCAÇÃO NO ÂMBITO DA GESTÃO ESCOLAR

Abstract

The objective of the present research was to analyze the Educational Development Program - PDE / PR, as well as, its development, implementation and possible contribution to the continuous formation of the managers that make part of the state educational institutions. It was used as a theoretical framework, the approach of the policy cycle (Mainardes, 2006; Mainardes and Gandin, 2013; Tello, 2012); the contribution of authors who discuss the concepts of continuing education (Imbernon, 2009; Vaillant and Marcelo, 2012; Nóvoa, 1995), as well as authors in school management area (Paro, 2011; Ferreira, 2013; Souza, 2003). Through this research we tried to base the concepts of “habitus”, “filed and symbolic power” of Bordieu (2003, 2004, 2011a, 2011b, 2011c) in order to understand better the conservation and reproduction of the mechanisms that conduct the human activities. The research has covered the context of articles, dissertations and theses about PDE, to demarcate the specificity of the study we were proposing; then it has involved the study of historical background, political and ideological in the governments context of Jaime Lerner and Roberto Requiao, as well as, the experiences of continuous formation and management of that time; continuing, the analysis of official texts that organizes the PDE was carried out, and finally the context of the day-a-day practice was investigated through interviews with the program coordinators, both in Unicentro, as the Regional Education Center and four PDE teachers who performed the continuous formation in school management from 2007 to 2012. The main conclusions were that in 2004 with the claims of the Teachers' Union representatives, the PDE emerges with the Magisterium Career Plan. It was intended that this program comprised different principles than the ones it used to have. The challenge was to surpass the informative models to create a reflexive model, in which the docents could have the opportunity to think over their job, and all the context that surround them; the text in which are the conceptual assumptions, the political and pedagogical justification, the integrated plan of continuing formation and the evaluation of learning in the program, portrays a conception of continuing education, which aims to enhance the teaching knowledge. The situations experienced under their practice environment, as well as, encourage the teaching, the research and after the intervention at school reality; the proposal also points out that the professionality teaching, develops and must be understood within a marked context by the contradictions of the political, economic, social and cultural systems, comparing to the development of productive forces, realizing the limits and possibilities of the professionals formation; regarding the participants perception of this research, we understand that the concept they have about formation is consistent with the conceptual assumptions of the program, about the managers continuous formation the reports showed how meaningful it was the research and allowed to think the school management in a democratic perspective.