UMA ANÁLISE SOBRE A FORMAÇÃO DE PROFESSORES REALIZADA PELA SECRETARIA DE ESTADO DA EDUCAÇÃO DE GOIÁS DURANTE A IMPLANTAÇÃO DO REANP (Regime de Aulas Não Presenciais)

Abstract

This work, entitled: An analysis of teacher training carried out by the Goiás State Department of Education during the implementation of REANP (Non-Present Classroom Scheme), is located in the Area of ​​Concentration in Education and Human Training and in the Line of Research Education, Culture, Theories and Pedagogical Processes of the Graduate Program in Education at Faculdade Mais. The study aims to understand how the Goiás State Department of Education undertook the Technological Training of Teachers of the network to work in RENAP, and it was necessary to identify elements of training and preparation of teachers contained in the documents issued by SECUC, as well as, to know the process of implementation of the REANP in the state of Goiás and, finally, to know the main types of Educational Technologies used in the non-presential classes. The investigation had as reference for analysis the literature in the area of ​​teacher training and the main legislation in force for the state of Goiás. Among the consulted authors, the following stand out: Dourado (2011, 2013 and 2015); Gatti (2008 and 2017); Braga (2020) and Resolutions issued by the State Board of Education, as well as those issued by the Secretary of Education of the State of Goiás (SEDUC). A brief history about teacher training, political aspects regarding education and what possible interferences may exist within this context were discussed. In this sense, we also present the main public policies that permeated the Non-Presential Classroom Regime and legislation that permeated the possibility of the educational process suffering less impact. It is concluded that, as observed in the documents provided by CEPFOR-GO, training courses on ICTs and technology, for example, were only addressed 1 year after the beginning of REANP. The year 2020 remained only with the development of ephemeral, superficial and orienting actions. Such characteristics weakened the process of formation of SEDUC-GO. Another important inference that can be elucidated is the importance of continuing education by the teachers themselves. Aware of the need for continuous training for network teachers, from the above, we can infer that, despite the training process being insufficient, fragile and not very expressive, SEDUC-GO, mainly through CEPFOR, was active in the process of offer of continuing education for network teachers during the REANP. What happens is that, as we analyzed earlier, teacher training must be a fundamental element of the educational process, and must be configured as the main objective of public policies, and therefore cannot be practiced only in an emergency and/or seasonal way, as occurred during the REANP.