Política de formação continuada em educação especial e valorização docente: fatos e desafios

Abstract

This master's research, linked to the Research Line “State, Policies and Management of Education” of the Graduate Program in Education at the Federal University of Uberlândia (UFU), was configured as a clipping of a macro research carried out by the Study Group and Research on Policies and Practices in Special Education and Inclusion (GEPEPES) from the same university. In this study, we approach the consequences of continuing education in teacher appreciation. We seek to understand the consequences of the improvement course in Specialized Educational Assistance for Deaf Students (Deaf Students), offered by UFU in nine editions, from 2009 to 2015, with regard to the appreciation of the teachers who participated in it. It is a qualitative study of objectives and exploratory procedures, whose data analysis was carried out using the semantic criteria of categorization (thematic categories) of Content Analysis, considering the categories: conditions of participation of these professionals in the referred course; the consequences of carrying out this training in their job, career and salary plans; the perception of these teachers regarding their appreciation through continuing education. It was possible to identify that: a) the majority of these professionals performed the course activities outside their working hours, in their own homes, during rest hours, which made participation in this training a factor of intensification of teaching work; b) for the majority, participation in the course did not provide career progression, and this lack of contribution from the course in relation to career plans, in a large proportion, was configured as a breach of what is established in the legal provisions of Brazilian education on teacher appreciation; c) it was possible to perceive that most of them considered themselves valued by the courses they took, due to the fact of achieving more knowledge and not due to aspects actually related to career enhancement. Therefore, this perception demonstrated a disconnect between the policies of continuing education and the valorization of teachers, which reflects the neoliberal logic of emptying citizens' rights.