A implementação das experiências Proformar pela Universidade do Estado do Amazonas

Abstract

The aim of this doctoral thesis is study the Teacher Education Program (PROFORMAR), conducted by the Amazonas State University (UEA), in Manaus (Amazonas Capital) and other 61 cities hinterland. Choosing cities near and far from the capital we choose our research sample (considering that PROFORMAR had logistical problems due the distance): Manaus (capital) and other 08 cities outside metropolitan areas (Manacapuru, Benjamin Constant, Iranduba, Eirunepé Novo Airão, Ipixuna, Careiro da Várzea and Guajará) seeking positive and negative evidences in the public policy implementation. To achieve our goals, we realize quantitative and qualitative research. The quantitative survey was conducted together with formed students, titular professors and assistant professors. Qualitative research was conducted with the school principals benefited from higher education professionals and responsible for the program by the UEA. We tried to check how happened the construction of the planning and the organization of administrative procedures for the implementation of PROFORMAR. Despite the restrictions of time and space (in addition to socioeconomic, cultural and political) specific of the Amazon, we present evidence that there was in the implementation of public policy for higher education through use of face Teaching Mediated Technology, significantly lower costs, effectiveness for having followed rigidly tight schedule and effectiveness offering educational solutions for the teachers working in areas difficult to access the Amazon, besides the validation of top-down perspective.