Políticas nacionais de formação continuada de docentes e repercussões no estado do RS e município de Pelotas (2009-2018).

Abstract

The research addresses the continuing education of teachers and the policies linked to it as permanent challenges of the educational teaching system in its different spheres of scope, evidencing articulations, approximations and distances that are sometimes evident, sometimes masked, considering political disputes and local tensions. It seeks to look at the phenomenon from the perspective of the geographic scale without reducing it to the identification of limits and borders but seeking expression and differentiation in the geographic space of what is/was produced and stimulated by educational policy initiatives. The general objective was to understand how national public policies to support the continuing education of teachers, when spatialized, produced and re-signified teacher training actions on a local scale. The proposal had as its method of approach the qualitative research. Data generation was carried out through documents and individual semi-structured interviews and data analysis, expressed in legislation and in interviews, through content analysis. In this context, we identified the establishment of conditions for the constitution of a formative territory, however, not its consolidation due to the absence of social relations capable of constituting the power relations that would guarantee the existence of a territory of continued formation. We understand that the greatest force was underrepresented, the teachers of basic education, professionals with autonomy and ability to make decisions and lead training.