Processo formativo do analista pedagógico no município de Uberlândia-Minas Gerais

Abstract

Linked to the Graduate Program in Basic Education at the Federal University of Uberlândia, this research aims to analyze the training proposals offered by the Municipal Education Network (RME) of Uberlândia to professionals working as Pedagogical Analysts, from 2020 to 2024. The specific objectives, the study sought to understand the municipal education system and its curricular guidelines; to identify the conceptions, roles, and professional identity of the Pedagogical Analyst; and to analyze the continuing education proposals offered by the Municipal Center for Studies (CEMEPE). The research adopted a qualitative approach, based on documentary analysis of institutional materials, such as the Municipal Curricular Guidelines (DCM), Career Plans, public service examination notices, and continuing education plans for Pedagogical Analysts, collected from CEMEPE and the Teacher Education Research Group (GIFOP). Data analysis was organized around three axes: the role of the Pedagogical Analyst within the RME of Uberlândia, considering its conceptions, functions, and professional identity; the training proposals developed by CEMEPE and their contributions to professional induction; and the professional induction of the Pedagogical Analyst, focusing on its conceptions, practices, and training policies. The results revealed the complexity of the Pedagogical Analyst’s role, which requires articulation between macro-level educational policies and the daily practices of pedagogical coordination within schools. Regarding CEMEPE, it was found that, although there have been advances in expanding thematic scope and valuing collaborative practices, these initiatives remain grounded in a generalist approach to continuing education. In light of this scenario, an Educational Product was developed and validated, aimed at the professional induction of Pedagogical Analysts, conceived as a training project that integrates mentoring, guidance, and the strengthening of professional identity. Thus, this study contributes to the induction process of Pedagogical Analysts in the Municipal Education Network of Uberlândia, addressing gaps identified in the lack of structured initiatives focused on professional induction.