Políticas públicas para formação e prática de professores do ensino fundamental I.

Abstract

This work aimed to study how to configure the policies for training and practice of teachers of elementary school, in order to see if the public policies for teacher training are being effected to improve working conditions for teachers and quality in public education offered. This theme was chosen in order to broaden the understanding of public policies for training and practice of key teachers and I find possible answers to support the effectiveness of affirmative public policies for teacher training. The locus of the research was two public municipal schools of the city of Cajazeiras-PB. The study was initially developed through a literature search, based on the theoretical contributions of authors like: Sousa (2006), Gatti (2011), Brzezinski (2009), Pepper (2002), Nóvoa (2002), Freire (1996), Tardif (2007) among others, discussing public policy, training and practice of teachers. And then there was a descriptive character of field research through qualitative approach. As regards the collection of data to investigate the object of study, we used the procedure of one semi-structured interview, applied four (04) elementary school teachers I. It was found that the results obtained during the investigation show that the teachers realize the need for reformulation and the development of new public policies for practice and training of key teachers I, so that they can meet the new challenges in the given historical moment. Also demonstrates, it is necessary to strengthen the global policy formation, enhancement of professional education that meets the initial training and continuing and the context that the subject of education are inserted, and assurance of compliance resources positions plan and career to the strengthening of a quality public education for the population based in the appreciation of the teaching profession.