A importância do Plano Nacional de Formação de Professores da Educação Básica (PARFOR) para o ensino de Matemática no município de Beruri-Am

Abstract

This work analyzes the importance of the National Basic Education Teacher Training Plan (PARFOR) for teaching Mathematics in the municipality of Beruri–AM. The study characterizes teacher training in Brazil, with an emphasis on the state of Amazonas and the municipality of Beruri–AM, in addition to describing the expectations and perceptions of program participants and identifying contributions to improving the pedagogical practices of Mathematics teachers. The research uses Historical and Dialectical Materialism as a theoretical-methodological field, following a qualitative approach. Field research was carried out, questionnaires were administered and interviews were carried out, using a semi-structured script, with eight teachers who graduated from the Mathematics course – 2nd Degree. The data was processed and analyzed based on content analysis. PARFOR was created as an emergency plan by the Ministry of Education (MEC). Its objective is to offer degree courses to professionals without adequate training, in accordance with the Education Guidelines and Bases Law (LDB). The results reveal that PARFOR presents many problems regarding access and retention of its course participants, among others. However, it is concluded that PARFOR has a fundamental role in teacher training. It provides access to higher education to many teachers who did not have this opportunity at the beginning of their careers. Therefore, it must continue, aiming to reduce social inequality between Brazilian regions.