Formação continuada para professores bacharéis: a materialização das políticas institucionais no Instituto Federal de Educação, Ciência e Tecnologia do Norte de Minas Gerais (2008-2018).

Abstract

This research is part of the Postgraduate Program in Education/PPGED, of the Federal University of Uberlândia/UFU, in the Line of Research State, Policies and Management of Education/LEPGE. It aims to analyze the proposition of continuing education policies, especially those aimed at the pedagogical training of bachelor professors within the scope of a Federal Institute of Education, Science and Technology in the state of Minas Gerais/IFNMG, within the framework of ten years of its existence (2008 -2018), considering the political context of genesis and expansion of this institution. The Federal Institutes/IFs, due to the nature of their creation, offer from Technical and Technological Education (EPT) to Lato and Stricto Sensu postgraduate courses, which demands professionals to teach in their courses, admitting, for this, professors with different types of training, including those from bachelor's degrees. Many professionals areadmitted for having a master and doctoral degree, without considering the pedagogical training necessary for the exercise of teaching. Regarding the methodological framework, research of a qualitative, made possible by data collection (interviews) and, furthermore, subsidized by bibliographic research and legislation that deals with the subject, as well as in institutional documents such as the Institutional Development Plan/PDI and Management Reports. They were analyzed the policies of continuing education offered in view of the needs and specificities of teaching at the Federal Institute of Northern Minas Gerais, the locus of this study - including the need for pedagogical training for the bachelor professor, through the perception of different people: managers, pedagogical team and professors. The results indicate: (a) the need for constant evaluations regarding the IFNMG's continuing education policies, (b) the relevance of the IF's role in promoting institutional policies for continuing education, as well as the demand for (c) a continuity of actions and institutional policies for pedagogical training of the teaching staff.