AS POLÍTICAS PÚBLICAS DE FORMAÇÃO DE PROFESSORES INTEGRADAS À BNCC E AO DOCUMENTO CURRICULAR DE GOIÁS (DC-GO) NO MUNICÍPIO DE RUBIATABA

Abstract

The present dissertation "The public policies for teacher training integrated to the BNCC and the Curricular Document of Goiás (DC-GO) in the municipality of Rubiataba. "It was developed in the research line Education, Culture, Theories and Pedagogical Processes of the Postgraduate Program in Education, Academic Master's Degree of the Faculty of Inhumas - FacMais, whose overall objective was to analyze what are the initiatives aimed at teacher training offered by the Municipal Department of Education of Rubiataba with a focus on the new curriculum structure, proposed by the BNCC and DC/GO and what are the implications of these in the teaching process. The specific objectives were to make a synthesis of public policies for teacher education in the period from Jesuit education to the creation of the BNCC. It was verified how the municipal public policies of Rubiataba-GO are articulated with the BNCC and the Curriculum Document of the State of Goiás (DC-GO) and finally, it was investigated the relationship between these policies and the needs of teachers, regarding the improvement of their teaching practices. The categories of analysis went through the Curriculum (BNCC and DC/GO and other documents of the municipality), following for teacher training policies and professional development (Continuing education and teacher practice) and finally, the Teaching. It is a qualitative study, based on bibliographic and documentary research, was conducted with the purpose of contributing to the existing knowledge about how public policies for teacher training integrated to the BNCC and the Curriculum Document of Goiás (DC GO), in the midst of the pandemic period, that is, from March 2020 to August 2021, reverberate in the teaching process. In other words, we sought to understand how the teachers of the school in question have relied on BNCC and DC-GO, in order to strengthen the teaching to be applied to students and which continuing education courses they received in this path. It was a long journey whose results occur at a relevant level of knowledge and that when analyzing the participation of the teachers allocated in the SME of Rubiataba, it was observed that they did not have the proper qualification to work with the new skills brought by the BNCC and neither by the DC-GO and this may have occurred due to the pandemic period, considering that all face-to-face pedagogical activities, both in the school and in the SME, were suspended.