Política de formação de professores do estado do Espírito Santo: entre o texto e a prática

Abstract

This research aimed to analyze, through the perspective of Ball (1994), Ball and Mainardes (2011) and Ball et al. (2021), the way in which school agents (teachers and managers) enact the Teacher Training Policy of the State of Espírito Santo, promoting or not its interpretation in the context of teaching practice - the school. In order to research this specific politic, three political contexts were analyzed: context of influence, context of the text and context of practice. The resources used were: documental analysis for the context of influence, documental analysis and interview with the Secretary of Education who promulgated the text for the context of the text and observation for seven months in a school and interview with teachers in the area of Languages for the context of practice. This research is part of the field of Teacher Training and uses authors such as Nóvoa (1995, 2007), Tardif (2002, 2013), Huberman (2000), Barreto, Cruz and Faria (2021), Nascimento et al. (2018, 2021), Flores (2018) and Demailly (1992) to discuss the theorical foundations and models of continuing teacher training and institutional monitoring of beginning teachers found in this policy. The results point to a partial enacting of the proposals of the political text enacted in 2018, due to the multiple discourses in the field of continuing education that are found in the context of practice. There is a need for teacher’s protagonism in their own continued education, with a focus on their school reality. The reception of beginning teachers is also partial, being mostly of an affective nature, needing more institutionalized moments of practices exchanges in a non-punitive way.