Resumo

CAMARGO, Arlete Maria Monte de; QUEIROZ, Maria Aparecida de  e  CARNEIRO, Marcos Torres. Continuing training, regulation, and pedagogical practice in the Articulated Actions Plan. Rev. Elet. Educ. [online]. 2018, vol.12, n.3, pp.671-683. ISSN 1982-7199.  https://doi.org/10.14244/198271992881.

This article is focused to the analysis of the interaction between the actions of continuous formation and their connection to the pedagogical teacher’s practices on Basic Education according to the Articulated Actions Plan. It is based on the knowledge the current educational policy contributes to the regulation of teacher’s classroom work because of the apparent improvement of the academic performance of students in Portuguese and Math, which is measured by external evaluation, standardized, and large-scale as in the case of Prova Brasil, which serves as a parameter that limits the teacher’s autonomy because it directs the contents and the way teachers organize their pedagogical practices, based on the achievement of goals of the Basic Education Development Index. Therefore, it is established by the research “Assessment of the Articulated Actions Plan (PAR): a study made in counties of Rio Grande do Norte, Pará and Minas Gerais, from 2007 to 2012” and the analyzed data refer to interviews carried out in the cities of: Natal, Mossoró, Acari, Riachuelo, São José do Campestre (Rio Grande do Norte) and Belém, Altamira, Barcarena, Cametá and Castanhal (Pará). The main PAR dimensions were Teacher Training (focusing on continuing education) and Pedagogical Practice and Assessment. Results lead to approximation between the continuing education actions and the teaching practice, due to the regulation exerted by policies of external evaluation, legitimating a normative and prescriptive vision of the teaching action instead of the critical and reflexive vision.

Palavras-chave : Continuing education; Articulated actions plan; Pedagogical practice; Regulation.

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