Formação continuada de professores no Paraná: análise do programa formadores em ação

Abstract

Continuing teacher education has become one of the central pillars of Brazilian educational policies in recent decades, particularly in the context of the expansion of neoliberal rationality and the managerial approach to teaching work. This dissertation, affiliated with the research line Culture, Educational Processes, and Teacher Education of the Graduate Program in Education at Western Paraná State University (UNIOESTE), focuses on the Formadores em Ação Program (PFA), a continuing teacher education policy implemented by the Paraná State Department of Education (SEED/PR). The study aims to analyze the Formadores em Ação Program as a continuing education policy within the Paraná state education system and to understand its implications for teaching work based on the perceptions of participating teachers. It seeks to understand how this policy is experienced within the school context and how teachers perceive the professional development activities carried out within the program. The research adopts a qualitative case study approach and was conducted with teachers from Cândido Portinari Civic-Military State School, in Ampére, Paraná, who participated in the program in 2024. Data were collected through questionnaires and analyzed using Content Analysis, as proposed by Bardin (2016). The methodological framework is based on Yin (2001), considering the case study an appropriate strategy for understanding the phenomenon within its real-life context. The documentary analysis encompasses resolutions and public notices issued by SEED/PR, as well as critical theoretical references in the fields of education and teaching work. The results indicate that the Formadores em Ação Program presents limitations and contradictions as a continuing teacher education policy, revealing tensions between the discourse of teacher appreciation and the actual working and professional development conditions experienced by teachers, thereby contributing to the critical debate on teacher education policies within the educational context of Paraná.