The mediation of the National Pact for High School Strengthening on the Regional Educational Administration of Chapecó, SC: the perception of study supervisors

DOI: https://doi.org/10.24109/2176-6681.rbep.100i255.4126
Keywords: Pnem, study supervisor, teacher’s continuing education.

Abstract

This article presents research data on teachers’ continuing education offered by the National Pact for High School Strengthening (Pnem). A qualitative study was conducted to investigate the study supervisors’
perceptions on high school teachers’ continuing education in 2014 and 2015. The data were obtained in semi-structured interviews with twelve study supervisors who oversaw the teachers’ education in ten schools of
the Regional Educational Administration of Chapecó, in western Santa Catarina State. The data analysis presents: the study supervisors’ education; the mobilization of teachers to take part in the National Pact for High School Strengthening; difficulties confronted; changes observed and the interruption of the program. The results indicate that the study supervisors recognized the program’s importance for the teachers’ education, since it led to positive changes in school’s daily life while contributing to the recognition of the students’ significant role in the teaching-learning process.

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Author Biographies

Sandra Maria Zardo Morescho, Universidade de Passo Fundo (UPF). Passo Fundo, Rio Grande do Sul, Brasil.

Doutoranda em Educação, com auxílio bolsa PROSUC/CAPES, Modalidade II, na Universidade de Passo Fundo (UPF). Passo Fundo, Rio Grande do Sul, Brasil.

Nadir Castilho Delizocoiv, Universidade Federal de Santa Catarina (UFSC). Florianópolis, Santa Catarina, Brasil.

Doutora em Educação pela Universidade Federal de Santa Catarina (UFSC). Florianópolis, Santa Catarina, Brasil.

Published
12-08-2019
How to Cite
MARIA ZARDO MORESCHO, S.; CASTILHO DELIZOCOIV, N. The mediation of the National Pact for High School Strengthening on the Regional Educational Administration of Chapecó, SC: the perception of study supervisors. Brazilian Journal of Pedagogical Studies , v. 100, n. 255, 12 Aug. 2019.
Issue
Vol 100 No 255 (2019)
Section
Estudos

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