POLÍTICAS EDUCACIONAIS NO ESTADO DO MARANHÃO: A FORMAÇÃO CONTINUADA DE PROFESSORES NO PLANO DE AÇÕES ARTICULADAS (PAR)
This article proceeds from a research conducted in the state of Maranhao, aiming at analyzing the implementation process of the Articulated Actions Plan (PAR) in municipalities of Maranhao, within the period 2007-2011. It discusses the educational policy established in the Plan of Education Development (PDE), within which the PAR constitutes the strategic planning that implements programs and actions in order to ensure the quality improvement of the basic education in the country, measured by the Index of Basic Education Development (IDEB). In its specificity, the paper analyzes the implementation of PAR in the public schools of Sao Luis, giving visibility to the continuing education of teachers, considered in the Plan as an important action to ensure that goal. The analysis is based mainly in the categories: participation and contributions of the continuing education of teachers in PAR to improve the quality of education. The analysis of official documents and interviews with education managers and teachers indicates that the preparation of the PAR, as well as the continuing education programs for teachers, prevented the school community from participation and did not consider the demands arising from the school. The reporting period also identified that the continuing education emanating from PAR articulates with the neoliberal purposes, as it stamps the logic of school effectiveness, aiming to raise the Ideb.
A lógica do capital e seus reflexos sobre as políticas de formação continuada dos professores da educação básica
O artigo trata das políticas educacionais, precisamente, a política de formação continuada dos professores da educação básica nacional e no Estado de Pernambuco. No Estado estão inseridas no Programa Pacto Pela Educação, tido pelo governo como política pública de impacto social e colocado no âmbito dos temas estratégicos para desenvolvimento do Estado. Realizamos análise do ordenamento legal nacional e estadual e do ordenamento curricular estadual que tratam da temática e percebemos que as políticas estão pautadas pela lógica do capital, tendo por base a política de responsabilização que agrega meritocracia e gerencialismo, com foco nas avaliações externas, nos índices educacionais e distribuição de bônus - o que acaba por operacionalizar uma desqualificação do trabalho docente e da escola, representando a manutenção e reprodução das relações sociais dominantes, ligadas à teoria do capital humano, travestido de defesa do direito de aprender. Por fim, reafirmamos a defesa de uma demanda histórica da categoria por política de formação e de valorização dos profissionais, capaz de articular formação inicial e continuada, com condições básicas de trabalho, articulada com a luta mais geral da política educacional no país, a partir de referências que coloquem a educação para além da lógica do capital.
Historias de mi barrio: contemporary art in a community at high risk of social exclusion
Abstract Historias de mi barrio is a piece of pedagogic research aimed at highlighting the way art can articulate the relationship between the educational context and a neighbourhood at high risk of social exclusion. The starting point for this study was to ask whether this type of research, centred around the arts, was suitable in complex contexts and whether it might eventually lead to pedagogic improvement. The results gathered, and indeed the work carried out by the artists and university lecturers involved, together with pupils 6–12 years old and their instructors in a state school, provide evidence of a positive answer – and notably of the necessity of knowing about the socio-economic reality of the student cohort when planning learning projects and of the importance of the arts as a crucial element in education.