The Education Professionals Valuation and Formation Program - Proformar: An Amazonian Experience in Educational Public Policy

Abstract

This study aims to understand the process of constructing deployed in the Education Professionals Valuation and Formation Program - Proformar held in the Amazonas province. The main motivation was to understand how an educational public policy was able to form more than 16 000 teachers from the Amazon public school system in less than a decade. In order to identify the elements that contributed to the preparation and implementation of this policy a literature and documental review was performed. As the results, were confirmed the Proformar’s importance for the elementary and secondary provincial education system. Besides this, were identified the necessity to overcome the classical public sector legalism and bureaucratic thinking. At the same time, were identified the importance of public and private organizations as the main performers in public policies. External elements were found in the genesis of this educational policy, such as requirements contained in international documents ratified by Brazil that determine degrees in areas related to education for all the teachers in public and private schools; and internal elements, such as the ability of consultation and coordination of state and out of state mechanisms in the development and implementation of this educational public policy as well as national education standards. Moreover, were identified a tetrahedral interaction educational method based on a blended learning system. Thus, we seek to contribute to the promotion of new studies and debates on educational public policy and teacher education in Amazon.