Políticas de formação continuada para docentes e suas contribuições para a elevação da qualidade educacional: um olhar sobre o processo de formação dos professores da rede pública municipal de ensino de Valença-BA

Abstract

An analysis of the contributions and results of continuing education in the teaching profession. Here we present an exploratory research which is concerned with reflecting on how the continuing education policies serving professors has been configured as an efficient way to improve the education of the Municipal Education network of Valencia in the state of Bahia, as well as how these resonate with a proposal for critical and humanistic education, from the theological perspective of the thought of Hugo Assmann. For this we will use as the time frame, the four-year quadrennium of 2009-2012, and the case study as a methodological strategy. In addition to reflecting on continuing education as a professional redefinition mechanism, this study provides a brief discussion of its meaning through an analysis of the descriptions given by several authors for this process, thus seeking to understand how it happens. It also presents a reflection on education in the humanistic perspective, education as an emancipatory tool, focused on building a subject who is solidary and sensitive to social problems. It discusses the current educational policies and legal frameworks to legitimize and ensure the continued training in teaching. It also establishes a relationship between the formative proposals and their points of intersection with the logic of education for solidarity, consisting of a humanized look at the cultural, social and cognitive differences, understanding the importance of counting on consistent pedagogical practices being sensitive to the educational needs of the students, aiming at the development of their autonomy and the implementation of transformational practices that are positive for their being in the world.