Plano de Ações Articuladas (PAR): implicações na formação de professores da rede municipal de ensino do município de Riachuelo-RN (2007/2010)

Abstract

The teacher training policy in Brazil has undergone changes over the decades. In order for these policies to be implemented, it is required planning by all the federal entities involved and the guarantee that each one fulfills its role in this operationalization. The Plano de Ações Articuladas (PAR), which could translated as Articulated Actions Plan, launched in 2007, consists of a federal multi-annual planning which proposes actions for state and municipal public education. This study specifically discusses the actions aimed at the teachers's initial and continuing training in Riachuelo, town in Rio Grande do Norte, Brazil. The methodology of this research has been constituded by a qualitative approach, considering the bibliographic survey, document analysis and semi-structured interviews for the construction of its object. Its objective has been to analyze the repercussion of the actions proposed by the 2007-2010 Articulated Action Plan for teacher training in the Riachuelo. The Articulated Action Plan shows, specifically in its actions for teacher training, that it has been provided for the teachers training contexts for their professional development. However, this plan also exposes the fragility of the federal entities, which have less financial capacity and, for this reason, are unable to consolidate an educational policy for teacher training. The study also points out the tensions and limitations of the Collaboration Regime and the municipal autonomy.