O “Programa Formadores em Ação” como política de formação continuada de professores do Paraná (2020-2024): elementos teórico-metodológicos

Abstract

This dissertation aims to analyze the theoretical and methodological principles underlying the continuing teacher education policy in Paraná, as set out in the Formadores em Ação (Trainers in Action) Programme (2020–2024). Currently, international and national guidelines for continuing teacher education are strongly linked to international organizations and Brazilian businesses. Consequently, there is a need to investigate how these guidelines are transformed into continuing education policies in places such as Brazilian states and municipalities. Contact with the report 'The continuing education policy of Paraná: peer training mediated by technologies' (2023), produced by the Teaching Profession Movement, enabled the identification of the Trainers in Action Programme. The Movement produced this report in order to validate the Programme as a successful policy. Based on these findings, the following research question was formulated: What theoretical and methodological elements underpin the Formadores em Ação Programme as a continuing education policy for teachers in Paraná (2020–2024)? This study was developed using a qualitative approach with exploratory, documentary and bibliographic research. Primary sources were surveyed and selected based on resolutions, normative instructions, cooperation agreements, and agreements linked to the Paraná State Department of Education, as well as materials from the Teaching Profession Movement and the Trainers in Action Programme. Secondary sources were collected from the SciELO database and the Theses and Dissertations Catalogue of the Coordination for the Improvement of Higher Education Personnel (CAPES). The main results revealed that the Formadores em Ação Programme's theoretical and methodological elements are active methodologies, digital technologies, classroom management, collaborative teaching and peer training. Peer training and the use of digital technologies based on phantomization are considered fundamental to implementing the policy and defining the training content offered to teachers. These aspects contribute to controlling training and teaching work, as well as orienting pedagogical practice towards preparing students for assessments and improving educational indicator results. Consequently, these elements minimize the intentionality of social teaching practice about the transmission of historically produced knowledge, while also co-opting teaching subjectivity by emptying theoretical, practical, and pedagogical relationships of their meaning.