Banca de DEFESA: GABRIELLE DE LIMA PAIVA BATISTA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : GABRIELLE DE LIMA PAIVA BATISTA
DATE: 24/02/2026
TIME: 15:00
LOCAL: Auditório 01 do PPGEd - NEPSA II
TITLE:

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KEY WORDS:

educational policies; collaborative governance; continuing teacher education; literacy.

PAGES: 161
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This study analyzes the national policy for the continuing education of literacy teachers, structured within a collaborative regime, and the normative and institutional determinants that condition its configuration in the Municipal Education System of Natal, Rio Grande do Norte, between 2015 and 2025. It adopts historical-dialectical materialism as its theoretical and methodological framework, grounded in an understanding of educational policy as an expression of historical disputes, institutional mediations, and competing societal projects. Initially, the study situates the constitution of continuing teacher education policy within the context of contemporary educational reforms, highlighting the influence of neoliberalism, the role of international organizations, and the collaborative regime as a structuring principle of Brazilian educational policy. Subsequently, it examines the legal frameworks, programs, and institutional devices that organize the national policy for the continuing education of literacy teachers during the selected period and guide its recontextualization in the municipality of Natal, Rio Grande do Norte. This is a basic qualitative study, developed through documentary and bibliographic analysis. The findings reveal a scenario marked by programmatic discontinuities, federal normative induction, and limitations in local institutional capacities, exposing asymmetries in the implementation of the collaborative regime. The study concludes that the continuing education policy for literacy teachers did not consolidate as a continuous and articulated State policy during the period analyzed, remaining conditioned by governmental projects and by disputes over conceptions of literacy, curriculum, and assessment. The research contributes to the critical debate on educational policies, collaborative regimes, continuing teacher education, and literacy, reinforcing the importance of continuous formative processes that integrate theory and practice, value professional autonomy, and respond to the needs of public municipal schools in order to ensure the right of all children to literacy.

COMMITTEE MEMBERS:
Externo à Instituição - ALLAN SOLANO SOUZA - UERN
Externa à Instituição - CICLENE ALVES DA SILVA - UERN
Interna - 6347805 - DENISE MARIA DE CARVALHO LOPES
Interna - 1646204 - LUCIANE TERRA DOS SANTOS GARCIA
Presidente - 2321231 - RUTE REGIS DE OLIVEIRA DA SILVA