Políticas de formação de professores da educação básica: a experiência da Universidade Estadual de Feira de Santana - Ba

Abstract

By education being a decisive factor for the growth and socio economic development, the Bahia State Universities have in their origem the mission to internalize superior education and this way, contribute to reduce the social and socio economics imbalance of four society. It is through the implementation of public politics that the initial and continued formation of teachers involved in this educational frame work, the cientific technologic and social advancement take place, this being the moving power of transformation which brings better individual formation and empowerment. This work´s main objective is to make explicit the role of the Universidade Estadual de Feira de Santana – UEFS (Feira de Santana State University) in the face of the educacional inequality throngh the execution of national politics to form Education Professionals the initial experience has been the implementation of (ProForma) Program for teachers formation (Programa de Formação de Professores) in partnership with Bahia State Government between 2003 and 2010. Also the (PARFOR) Plano Nacional de Formação de Professores da Educação Básica (Plan to form Basic Education Teachers), promoted by the Federal Government, started in 2009, analizing the difficulties and opportunities existing in the fulfillment of these relevant tasks for this reason, the present study used the bibliography, interviews with individuals directly associated in the execution of such programs object to this study, such as: university students in charge of academic areas, professors, coordinators of courses offered during 2009 – 2014, as well as those who participated in the refered programs of this study. This way we tried to understand how is the execution of the Proforma and the PARFOR in the UEFS, identifying possible limiting factors as well as relevant ones, also how to elaborate a plan of action aiming to improve the institucional policies in the formation of teachers at work, who will contribute for a better equipped institucional mentors as well as everyone direct or indirectly involved. At the end of the present study, it was possible to identify some negative factors existed, but ProForma and PARFOR UEFS, through its management, improve formation teacher´s community to its surroundings, thus fulfilling its social commitment.