Formação dos Técnico-Administrativos em Educação para o teletrabalho no IFTM Campus Patrocínio: uma análise da capacitação “Programa de Gestão e Desempenho (PGD) 2.0"

Abstract

This study analyzes training for Technical-Administrative Officers in Education (TAEs) at the Instituto Federal de Educação, Ciência e Tecnologia do Triângulo Mineiro – Campus Patrocínio (Federal Institute of Education, Science and Technology of Triângulo Mineiro – Patrocínio Campus, IFTM – Patrocínio Campus), Brazil. It focuses on the Management and Performance Program (PGD) for adopting teleworking, a modality that has become established in the public service due to the transformations driven by digital technologies and intensified by the COVID-19 pandemic. The research is based on the observation that training is a strategic element for administrative modernization, service quality, and employee well-being, constituting an essential condition for the effectiveness of teleworking. The general objective was to analyze the training offered by IFTM on PGD, aimed at preparing TAEs for adopting teleworking at the Patrocínio Campus. The specific objectives include understanding the implementation of teleworking in the public sector, with a focus on TAEs, examining the main aspects of the TAE career path, and analyzing the training offered on PGD. This research adopts a qualitative, exploratory methodology, based on bibliographic and documentary research, and content analysis. It uses the "Management and Performance Program (PGD) 2.0" course offered on the IFTM Moodle platform as its corpus. The analysis covered the course organization, its content, pedagogical resources, and its suitability to the needs of public servants. The results indicated that the training addresses relevant topics, such as the PGD's operation, evaluation criteria, and process mapping. However, it presents gaps in the in-depth analysis of practical aspects of implementation, the historical and legislative contextualization of the TAE career, the specific demands of public servants working remotely, and the impacts of intensive technology use on the job. The conclusion is that training is essential for adherence to the PGD, but requires adjustments to align institutional objectives, the appreciation of TAEs, and workplace transformations. The research provides support for improving continuing education and consolidating teleworking in the public service.