POLÍTICAS PÚBLICAS DE FORMAÇÃO CONTINUADA DE PROFESSORES DE MATEMÁTICA DA REDE ESTADUAL DE GOIÁS: POLÍTICAS, RELEVÂNCIA E DESAFIOS

Abstract

This study sought to analyze how continuing education occurs in the State of Goiás, based on State Legislation, highlighting the possible contributions of decree No. 9,963, of October 5, 2021, in promoting training actions for mathematics teachers in the final years of Elementary School. The methodology proposed for the development of this study of a basic nature is a qualitative and exploratory approach, based on a literature review and documentary analysis, situated from the perspective of historical and dialectical materialism. Mathematics teacher training is a complex topic that requires attention, especially due to the changes that the educational system is facing, particularly with the implementation of the National Common Curricular Base (BNCC). This implementation culminated in the development of new guidelines for teacher training in Brazil, aligned with the BNCC. Initially, studies on the continuing education of teachers are discussed, covering concepts attributed to this type of training, as well as the objectives established by educational policies expressed in the various legislations during the period from 1998 to 2020. In addition to highlighting historical moments in Brazilian education that reveal permanence and transformations, contributions and criticisms due to its limitations in certain periods. The reflection is based on theoretical references such as Gatti (2008,2018,2019,2022), Nóvoa (2009,2017), Imbernón (2010), Tardif (2014), Shiroma (2003,2006,2015), Moreto (2020), Moriconi et al (2017). Here we sought to emphasize the importance of mathematics as a curricular component, which goes beyond its technical or evaluative role, highlighting its potential to promote a critical and reflective vision in students, in contrast to the context of external assessments in Brazilian basic education. The topics covered are fundamental for the direction of mathematics teaching, about which educators need to be clear, as knowledge of the concepts presented will allow mathematics teachers to undertake reflections on how these influence their training and daily work in schools. The study advances around the analysis of public policies for the continued training of teachers in the Goiás State Network based on the guidelines set out in the State Education Plan - PEE (2015-2025), Operational Guidelines Seduc-2023/2024 and Decree 9,963 of October 5, 2021. It was highlighted how these policies have been structured and implemented, revealing their contributions, limitations and alignments to contexts neoliberals. The research reinforced the centrality of continuing education as a strategic tool for improving education, while also exposing tensions related to the responsibility transferred to teachers to the detriment of more structured government actions.