Políticas de formação de professores no município de Foz do Iguaçu-PR

Abstract

Educational policies have been widely discussed in academic circles, especially what concerns the teachers` training policies. This research proposes a specific reading on the teachers` training policies implications in the federal and state levels towards the municipal policy. Our analysis aims to identify which teacher training policies were implemented in the city of Foz do Iguaçu in the period between 1995-2011 in convergence or disagreement with the policies implemented in Brazil and in Paraná state during the same period. The methodological approach was qualitative and quantitative, this one showing legal documents analysis which relate to teacher training policies, besides an extensive bibliography that refers to the implementation of these, including interviews with teachers from municipal schools, with the current municipal secretary of education, former secretaries of the research cut period and coordinators of teacher training programs at a municipal level. Data collection was held together the Municipal Board of Education, Regional Education Board, Open University of Brazil (Foz do Iguaçu unit), Municipal Technology Education Center (MTEC, located in the Technological Park of Itaipu) and West Paraná State University - UNIOESTE (Educational Development Program Coordination Team - PDE state of Paraná). The changes in the state role, the guidelines of international organizations - such as the World Bank and UNESCO on educational decisions regarding the restructuring of the Universities and new forms of higher education have contributed to the commercialization of education and to the imposition of a model of vocational training, especially of teaching professionals. What can be extracted from the survey, is the excessive number of teachers with higher education in distance and in private HEIs, besides the number of public HEIs which do not offer this kind of education having been reduced significantly in recent years. Through the research it has been found that the meritocratic policies, performed by salary bonuses and salary awards for merit guided in developing skills have been growing in recent years, and also guiding new educational policies. Such actions obscure policy improvements in the conditions of teaching and significant changes around the Career Plan of Teachers, as in Paraná state and in the city of Foz do Iguaçu, the Basic education teachers are not paid the cathegory National minimum wage In this sense, this research highlights the actions and programs developed that permeate the educational policies in the composition of a new social and educational reality, emphasizing the teacher training policies and the actions of those in what refers to the quality of basic education, especially the ones implemented in the city of Foz do Iguaçu, Paraná, Brazil