Política de formação e profissionalização de professores: caracterização do trabalho docente em uma IES privada de Palmas/TO

Abstract

Educational policies have been the subject of discussion in the academic environment, especially with regard to teacher training and professionalization policies. This research recommends a specific reading about the implications of teacher training and professionalization policies at the federal, state and municipal levels, focusing on a Private Higher Education Institution (HEI). Our analysis aims to unveil, without losing sight of the national and state context, the educational characteristics / guidelines that guide the policy of training and professionalization of teachers in higher education institutions, in Palmas / TO, focusing (HEI) on a private. The methodological path was based on the qualitative approach, based on the critical-dialectical method, using bibliographic review research and analysis of legal documents that address teacher training and professionalization policies. The study explained that the transformations in the role of the State, the guidelines of international organizations - such as the World Bank and UNESCO -, the educational decisions related to the restructuring of Universities and the new modalities of training the teaching professional for higher education have contributed to the commodification education and the imposition of a flexible training model with a focus on the idea of the reflective teacher. From the research carried out, it was noticed an increase in the proletarianization of work and an increasing disqualification and precariousness of the teaching work, based on the development of professional skills with impacts on educational policies in general, and for higher education institutions (HEI). Such actions obscure a policy of improving the conditions of teaching work and significant changes around public policies. The research also showed that the process of training and professionalizing teachers in the field of higher education needs to be understood in the tension between the public and private spheres. In this sense, when analyzing a private HEI, we were able to show the constitutive and constituent traits of teacher education and professionalization that expresses the commercialization of higher education and the proletarianization of teaching work struck by intense professional precariousness.