Reflexões sobre a formação continuada da SEED-PR a partir do olhar de professoras de geografia

Abstract

This thesis, titled Reflections on the Continuing Education Program of Seed-PR from the Perspective of Geography Teachers, stems from research conducted within the Graduate Program in Geography – Doctorate – Concentration Area: Production of Space and Environment, Research Line: Geography Education and Teaching, at the State University of Western Paraná (Unioeste), Francisco Beltrão campus (PR). The study aimed to analyze the Continuing Education programs offered to Geography teachers by the State Secretariat of Education, which is linked to the Government of the State of Paraná/Brazil (Seed-PR), assessing their relevance in addressing gaps in initial teacher education and supporting the diverse functions that extend beyond classroom teaching. In practice, dissatisfaction among teachers regarding the Continuing Education programs provided by Seed-PR was observed. Accordingly, the study examined government plans from 2015 to 2024. The research subjects consisted of six female teachers from the Regional Education Center (NRE) of Toledo-PR, located in western Paraná. These teachers were consulted about the training sessions held in schools in 2023, with the aim of gathering their insights on how such programs could be improved to enhance teacher education. Data were obtained from official documents and online materials related to Seed-PR’s Continuing Education programs, as well as from narrative interviews conducted with Geography teachers. The research adopted a qualitative approach, employing the historical-dialectical materialism method to critically analyze the study context. Semi-structured interviews were conducted with teachers selected based on their varied experiences in education and training. The findings indicate that government policies follow a neoliberal and market-driven perspective. While official plans present proposals, actual actions reveal private interests that undermine social initiatives and contribute to the devaluation of the teaching profession. The Continuing Education programs are mainly structured around two initiatives: Study and Planning and Trainers in Action. The former offers occasional contributions, while the latter is based on Active Methodologies. Challenges such as lack of time, limited autonomy, bureaucratic demands, and the mandatory use of technologies were identified, with the online format and rigid activities contributing to a disengaging experience. Supporting teachers is essential for fostering professional development and enabling the transformation of schools, education, and society. This requires offering high-quality Continuing Education programs, competitive salaries, career progression opportunities, and adequate working conditions that reflect the appreciation of the teaching profession. Continuing Education is intrinsically linked to the educational structure, which depends on political will for meaningful changes. It is necessary to implement well-structured educational policies that genuinely value teachers and contribute to pedagogical practice. The study highlights several possibilities for improvement: expanding or increasing in-person Continuing Education opportunities; granting greater autonomy and time for training and teaching activities; providing support for early-career teachers; carefully selecting trainers; recognizing and valuing educators; encouraging participation in external training programs; and facilitating partnerships with universities. Continuing Education is a continuous process in the teaching profession, essential for professional development and the evolution of educational practices.