Políticas públicas para a educação: a formação de professores no Programa Nacional de Inclusão de Jovens: educação, qualificação e ação comunitária (ProJovem Urbano) do município de Belo Horizonte

Abstract

This work analyzes the Brazilian National Youth Inclusion Program - ProJovem Urbano, in specific teacher training offered to the programs teachers. Established in 2005, in the first administration of the Lula Government, ProJovem Urbano aims at the completion of basic education, vocational training and community action of young people between the ages of 18 and 29 years. The program in question offers initial and continued training for teachers during 18 months, in order for teachers to have a deeper knowledge of principles and concepts, among other aspects guiding the program. Given that there are several theoretical approaches in relation to teacher education, this work developed a dialogue between different authors in this area, considering their conceptual specificities. This dialogue seeks arrive at a guiding principle of which may be considered a teacher education grounded in a critical and consistent conceptual field. In this direction, there is not a right formula for teacher education, but it is necessary to discuss the various approaches to their training. These approaches are discussed in this work using scholars studies that address the reflective teacher education; others works that analyze the critical-reflective education, and finally, studies that address the autonomy development, the specific contents dimensions, the technical skills dimension, and situational relations dimension, among them: Tanuri (2000); Nóvoa (1997), Ludke (2004); Tardif (2012); Imbernon (2011), Severino (2003), among others. The research methodology used in this study is focused on the qualitative approach, considered the most conducive to achieving the proposed objectives and capturing the different meanings experienced by teachers during their training. In this sense, the case study was used as a research strategy, considered relevant in a complex and dynamic context, such as the training of teachers for the ProJovem Urbano. The triangulation of methods was used in order to minimize the limitations of each data collecting instrument, namely: type problem-centered semi-structured interview, naturalistic observation and documentary research. The content analysis was used to interpret the data from the interviews, which were conducted with teachers in the program in question from elementary schools, professional training, and community action, in the city of Belo Horizonte, Minas Gerais. Thus, through field observations and interviews, the following results were obtained: the vast majority of respondents perceive little relationship between continuing education offered by ProJovem Urbano and their practice in the classroom, being the techniques, activities and methods they use, often stem from their own teaching experience and their life history. Even so, they brought criticism of the training model adopted by the 2012 edition of Urban ProJovem in the Municipality of Belo Horizonte to the interview, because they perceive this as too theoretical and disconnected from their teaching practice and their school experience. In this direction, the training offered by ProJovem Urbano in Belo Horizonte has a traditional view of teacher training.