Formação continuada de conselheiros e técnicos municipais de educação: processos auto/trans/formativos compartilhados

Abstract

This Professional Master's research was developed in the line of Policies and Management of Basic Education, of the Post-Graduate Program in Public Policies and Educational Management - UFSM, and refers to the continuing education of Counselors and Education Technicians of Santa Maria - RS and the between the Municipal Council of Education (CME) and the Municipality of Education Secretariat (SMEd) in strengthening and qualifying educational management in the Municipal Education System (SME), with the intention of obtaining data to articulate a possible training via extension project. The general objective was to analyze the contributions of continuing education in the work of Education Counselors and Technicians, from the perspective of self / trans / formation, interlocution and shared educational management between CME and SMEd. In the methodological processes that were based on the qualitative approach (FLICK, 2013; MINAYO, 2010), characterized as collaborative research (IBIAPINA, 2008), data construction counted on online questionnaires, observation and document analysis; the content analysis (BARDIN, 2016) of the data constructed in the research was performed. A proposal for continuous training based on the precepts of hybrid teaching (distance learning with face-to-face meetings) was built, sharing the development of learning projects based on situations evidenced in the praxis of Counselors and Technicians in the municipality of Santa Maria, RS, via investigative-formative dialogues and forums in the virtual environment, as well as meetings and face-to-face meetings. In this sense, the moodle virtual environment of the Federal University of Santa Maria was used to make materials available, to carry out the activities and to discuss the dialogical forums; in face-to-face meetings, priority was given to discussions about the SME and the CME and the themes of the learning projects. The main results and products of this research are the elaboration of "guidelines for the continuing education of Counselors and Educational Technicians", through an extension project, and production of seven learning projects aimed at educational management demands in the municipal education network and SME of Santa Maria, RS. Among the main guidelines are: the necessary partnerships for the implementation of training at the extension level; training time; hybrid teaching methodology; organization of the course and virtual environment by thematic axes distributed in modules; more frequent face-to-face meetings; conducting investigative-formative dialogic circles via on-line forums and in person; financial, material and human resources and certification of participants. Already the learning projects produced by counselors and education technicians, considered the following educational demands of the educational network and the EMS in its conjuncture: financial autonomy and representativeness in CME; the prediction of the teacher of educational informatics in the PPP and School Regiments; home educational service; floor of teaching and pedagogical planning; age-series mismatch; and [re] structuring the Curriculum Guidelines for Early Childhood Education. It is concluded that the continuous formation developed allowed discussions and reflections among the participants, stimulating the [re] construction of individual and collective knowledge in the educational management scenario, contributing to trans / form the personal and professional trajectories, as well as the educational context and the institutions / bodies that are inserted. Thus, the course developed facilitated self / trans / formative processes to the Counselors, the Technicians and the researcher teacher who contributed to the approximation and interlocution between CME and SMEd from the elaboration of the learning projects, as well as to expand the possibilities of qualified action in the WEC scenario, in order to propose, standardize and implement educational public policies articulated the specifics and educational needs of the local context.