Políticas públicas de formação de professores(as) nos governos do Tocantins antes e pós PNE/2014 e PEE/2015 quais intencionalidades?

Abstract

This dissertation is linked to the research line State, Society and Educational Practices of the Graduate Program in Education (PPGE), Academic Master's Degree at the Federal University of Tocantins (UFT). In Brazil, the country's redemocratization process was marked by significant reforms in Brazilian society from the 1980s onwards. The state of Tocantins, created in the course of this process, established its governmental institutions with the adoption of educational policies that reflected national conceptions . One of the most important normative instruments of educational policies in Brazil is the National Education Plan (PNE/2014), and in the state of Tocantins the State Education Plan (PEE/2015). In this context, the question is: What theoretical foundations stand out for teacher education policies in Brazil, since the country's redemocratization process? What are the reverberations, in the state of Tocantins, of the teacher education policies adopted in Brazil since the 1990s? What goals do teacher education policies advocate in the PNE/2014 and, consequently, in the PEE/2015, and their possible consequences? The objective is to analyze the teacher training policies adopted in the state of Tocantins since the institution of the State Education System, in 1994, to the context of the 2014 National Education Plan (PNE) and the State Education Plan ( PEE) of 2015. Based on the historical-dialectical materialist method, the research is supported by bibliographic and documentary sources. The results reiterate the reflections of the fundamentals of teacher education policies adopted at the national level, in the policies adopted in Tocantins and unveil the results in the development of the Goals related to teacher education in the State Education System, showing that, numerically, the PEE/2015 still did not achieve results that demonstrate the guarantee of teacher training policies in the Tocantins territory. They highlight the possibilities of action of the Permanent Forum of Support to Teacher Education in the proposal, monitoring and evaluation of teacher education policies with joint action between federated entities.