Políticas de formação continuada para os profissionais da educação: um estudo do proforma no município de Soledade/RS

Abstract

This article aims to present the study on educational policies for the continued training of education professionals, in which I used the Municipal Program for Permanent Training of Education Workers-PROFORMA, specifically, the space-time axis of service that contemplates training continuation of rural schools, in the municipality of Soledade/RS. This choice was justified by the need to think about training processes from another perspective, through PROFORMA, with the aim of mobilizing and deepening theoretical-methodological reflections on educational policies, ongoing training and dialogical praxis. To this end, the research was characterized as descriptive, bibliographic, documentary with a qualitative approach. In carrying out this study, the theoretical contributions of Rosa, Lima e Aguiar (2021), Lima (2016), Draibe (2001), Sander (2007) and Benincá (2002) were used, among others. The study was divided into three sessions: the first session problematized the conception of educational policies. Then, the second session contextualized PROFORMA, as a methodological resource, which enhances educational processes, in particular, teaching and learning with collective experiences and immersions in territories. And finally, the third and fourth sessions addressed Continuing Training for Municipal Education Professionals in School Service Space-Time, using, as an example, the continuing training plan of rural schools. At the conclusion of this text, I sought to reflect on the importance of training processes that develop investigative principles, enabling harmony between science and pedagogical practices carried out in the school context.