Pacto Nacional pelo Fortalecimento do Ensino Médio: narrativas de experiência acerca do processo formativo realizado pela Universidade Federal de Santa Maria/RS.

Abstract

This thesis deals with the continuing education program for teachers and pedagogical coordinators developed in state public high schools in the area covered by the Federal University of Santa Maria (UFSM), from April 2014 to April 2015, called the National Pact for Strengthening High School (PNEM). The study is linked to the line of research Educational Public Policies, Educational Practices and their Interfaces (LP2), offere by the UFSM Education Center through the Graduate Program in Education (PPGE). The area covered by UFSM included six Regional Education Coordinations (CRE): 6th Region of Santa Cruz do Sul, 7th Region of Passo Fundo, 8th Region of Santa Maria, 20th Region of Palmeira das Missões, 24th Region of Cachoeira do Sul, and 25th Region of Soledade through an agreement with the Ministry of Education (MEC) and the State Department of Education of the State of Rio Grande do Sul (SEDUC-RS). The research problem that moved the construction of this theses was: to what extent did the actions of the PNEM have an impact on the continuing education of the course teachers belonging to the 8th Region of the area covered by the UFSM? In this sense, the general objective was to understand to what extent did the actions of the PNEM have an impact on the continuing education of the course teachers belonging to the 8th Region of the area covered by the UFSM.To achieve this objective, we outlined the following specific objectives: to verify how the general policy of the National Pact for Strengthening High School was conceived; to describe the trajectory of implementation of the National Pact Program for Strengthening High School in the area covered by the UFSM; to identify and problematize the narratives of the teachers and pedagogical coordinators of the course based on the documents produced during the training, in the area covered by the UFSM; and, to analyze the narratives of the teachers of the schools in the region of the 8th CRE about the formative process of the Pact, after four years of its realization. The investigation was characterized as descriptive research, with a qualitative approach, and of the case study type. For the data collection, we used the materials produced by the course participants during the PNEM and a Dialogue Round held with four teachers and a teacher from the 8th CRE who participated in the PNEM in 2014 and 2015. The categories that accompanied us in the analysis were: the valuation of continuing education, pedagogical practices, and youth. To support the discussions, we dialogued with Arroyo (1982, 2014), Carrano (2017, 2018), Dayrell (2001, 2003, 2007, 2013, 2014), Freire (1986, 1987, 1996, 2001, 2014), Gramsci (1998, 2000), Krawczyk (2003, 2014), Santomé (2012, 2013), Schön (1992, 2000), Silva (2016), among others. We found that the training program produced, in most schools, positive impacts on the practice of teachers belonging to the 8th Region of Santa Maria. The PNEM methodology contributed to the union of the school’s teachers, placed the teacher as the subjetc of the training process, promoted the development of interdisciplinary activities, strengthened the relationship with young people present in the classroom, and collaborated with the implementation of DCNEM (2012) in the locus of schools