Escola Digital Professor-SEED-PR: formação continuada de docentes do Novo Ensino Médio

Abstract

This research is part of the research line: Society, Knowledge and Education, belonging to the Postgraduate Program in Education (PPGE) of the State University of Western Paraná (UNIOESTE), Francisco Beltrão campus – PR. The main objective is to analyze the continuing education and planning offered by SEED-PR via the digital school-teacher platform for NEM-PR teachers and its relationship with pedagogical neotechnicism. The method chosen for the analysis is Historical and Dialectical Materialism. This is a documentary research with bibliographic analyses of a qualitative approach on the proposal of the documents presented by SEED on the Study and Planning platform intended for the continuing education of teachers in the state network of Paraná. As a result, it is concluded that the current reforms of public education, such as NEM, consolidate the process of corporatization, alignment, standardization and bureaucratization of public education. This prevails in the teacher training process, which demands a new teacher profile that aligns with the neoliberal agenda proposed for education.Thus, given the training programs offered by SEED (State Department of Education), teachers are guided towards constructing a type of performativity that is inherent to the capitalist system of production. In this way, they are required to be productive, competitive, flexible, proactive, and uncritical, allowing themselves to be controlled in a "natural" way. SEED-PR's teacher training programs highlight the neoliberal control over public education, since the content revolves around data from external evaluations and digital platforms, constantly reinforcing alignment with the interests of capital and control over teaching work, resulting in the curtailment of autonomy. In this context, teacher autonomy appears superficial and illusory, based on a fallacious discourse that teachers have the freedom to prepare and carry out their work. However, the standardization of the curriculum, the mandatory use of digital platforms, and the excess of external evaluations affirm the opposite, where the teacher's autonomy is regulated by the demands of the market and the neoliberal state. Therefore, we emphasize the need to maintain organized forms of resistance in the fight against the regression of public education and the devaluation of teachers and scientific knowledge.