FORMAÇÃO DE PROFESSORES: UMA ANÁLISE PRELIMINAR DO PROGRAMA NACIONAL DE FORMAÇÃO CONTINUADA DE PROFESSORES DA EDUCAÇÃO BÁSICA

Abstract

This work will discuss the public policies from a brief elucidation of the concept of this investigatory field and of its implications for after proceeding to the testing exercise of public policies analysis in the specific field of teachers training. Being the focus of analysis of this proposal, to delimit the study field in public policies in a unique specific area, we opted for analyzing the National Program of Continuous Training of Teachers from the Basic Education, set up by the Ministerial decree n° 1403/2003, which establishes the National System of Continuous teachers training and certification. Firstly, we researched for a brief conceptualization in the policy area, after that, we propose a reflection about advances and regressions of workers’ movements from education, in the struggle for a qualified teachers’ education, questioning some recurrent categories in the discourse, in both academic and school like, being configured as key-questions in the program discussion. Then, we situated the program in a historical perspective until the current days, elucidating the actors involved and their possibility of intervention in the political field and in the policy field, by using the approach of the policy cycles. Finally, we indicate feasible alternatives to the analysis of the program and its current phase of implementation. Key-words: public policies, teachers’ continuous training, cycle of policies.