O lugar da formação docente em nível superior nos planos municipais de educação do TD vale do rio guaribas

Abstract

In the Brazilian educational panorama, the agenda of initial training policies for basic education teachers has intensified, reaffirming the struggle of teachers for a decent salary, for recognition and appreciation of the class. It is important to highlight that municipalities have an important role in strengthening public educational policies, through the preparation and implementation of their Municipal Education Plans (PMEs). In view of this, this research has the general objective of analyzing the place occupied by initial teacher training, at a higher level, in SMEs in the municipalities of TD Vale do Rio Guaribas based on what was exposed in their goals and strategies. This is a research with a qualitative approach and in relation to technique, this study is of a documentary nature, having as its primary source the SMEs of the 23 municipalities that make up the TD Vale do Rio Guaribas. The theoretical contribution was based on authors such as Santos (2022), Pereira and Ramalho (2021), Scaff, Oliveira and Aranda (2018), Oliveira and Foerste (2023), Esquinsani (2018), Derossi and Ferreira (2021), among others. The research results show that in many SMEs, teacher training is not treated with the attention it should, reflecting the carelessness of many managers regarding local education. The findings of this study reveal that training aimed at quilombola, rural and indigenous education is almost invisible in SMEs and that training aimed at special education is already signaled in many of the SMEs. It was also found that many municipalities admit the existence of teachers with only secondary teaching training, as they propose to seek ways to increase the training of these teachers for higher education. Finally, it was found that although it is not clear which training concepts permeate the few training initiatives present in SMEs, there is a tendency towards technical rationality.