Continuing Teacher Training: a study on educational policies for literacy in Belém (PA)

Abstract

This study aims to map academic productions that deal with policies aimed at training literacy teachers implemented in the city of Belém (PA), identifying the fundamental syntheses presented in them. The research adopts Historical-Dialetic Materialism and seeks to contribute, through bibliographical review, to the understanding of the reality behind the immediate apprehensions of the discourse present in the documents of the programs for training literacy teachers.  Four dissertations produced by graduates of the Postgraduate Program in Education (PPGED), at the Federal University of Pará (UFPA), were selected on this topic. The categories that emerged from the collected material were: standardization of training and, consequently, the identity of teachers, blaming/responsibility of teachers and precariousness in educational institutions. The considerations indicate that the programs and projects implemented in Belém (PA) assume the character of the profile expressed in official documents focused on the managerial education model, which seeks to shape, mainly through training, the identity of teachers, making them reproducers of a rationality technique that aims to train students with limited skills and abilities to solve problems. On the other hand, this conception of education centralizes the teacher's responsibility for the success or failure of the students' learning process, even if the public authorities do not provide the objective conditions necessary to carry out this work.