Formação docente de qualidade e perspectivas de indicadores na educação básica: experiências e tessituras na rede estadual de Sergipe

Abstract

This research aims to analyze the implications of continuing education as experienced by teachers of the State Department of Education and Culture of Sergipe (SEDUC-SE), with a view to constructing quality indicators related to professional development. The institutional context of this investigation is the Graduate Program in Education (PPGED) at the Federal University of Sergipe (UFS), within the field of Education and the research line “Teacher Education and Teaching Practice,” linked to the network project “Teacher Education, Knowledge, and Educational Practices in Research-Intervention,” developed by the Group for Studies in Higher Education (GEES/UFS/CNPq). From an epistemological standpoint, this dissertation is grounded in the complexity approach, which enables a multidimensional perspective on the reorganization of how changes in self-formative processes are understood. Regarding the nature of the data, this is a qualitative study that allows for the interpretation of the phenomenon under investigation, aiming to understand the meanings and significances produced both individually and collectively. A mapping study, in the form of a state-ofknowledge review, was conducted using the repositories of the Brazilian Digital Library of Theses and Dissertations (BDTD) and the Scientific Electronic Library Online (SciELO), through the CAPES Journal Portal. Additionally, technical information was collected from SEDUC-SE regarding institutional guidelines for in-service continuing education programs. The empirical study involved 60 teachers assigned to the Regional Directorate of Education (DRE 7), headquartered in the municipality of Gararu, Sergipe. Data were collected through an online questionnaire and analyzed using Discursive Textual Analysis (DTA), focusing on the actors, strategies, and knowledge (re)constructed within basic education classroom settings. The findings identified quality indicators for continuing education based on the contributions of participating teachers, highlighting qualitative dimensions in the following processes: (a) institutional environment, revealing the strengthening of both objective and subjective conditions for learning within internal and external interactive networks; (b) selfhetero-eco-formation, emphasizing the inseparability between interactions with others and the contextual conditions that shape educational and pedagogical practice; (c) management of continuing education, evidencing the intentionality, relevance, and effectiveness of training processes within public education systems; (d) curriculum, overcoming rigid disciplinary structures and traditional approaches that fragment knowledge in the teaching field; (e) pedagogical practices, problematizing teaching grounded in an understanding of the human being in their multiple cognitive, affective, social, cultural, ethical, and political dimensions; and (f) assessment, valuing the re-signification of practices through sensitive listening beyond protocols and rubrics focused on quantitative aspects.