The Education Professionals Valuation and Formation Program - Proformar: An Amazonian Experience in Educational Public Policy

Abstract

This study aims to understand the process of constructing deployed in the Education
Professionals Valuation and Formation Program - Proformar held in the Amazonas province.
The main motivation was to understand how an educational public policy was able to form
more than 16 000 teachers from the Amazon public school system in less than a decade. In
order to identify the elements that contributed to the preparation and implementation of this
policy a literature and documental review was performed. As the results, were confirmed the
Proformar’s importance for the elementary and secondary provincial education system.
Besides this, were identified the necessity to overcome the classical public sector legalism
and bureaucratic thinking. At the same time, were identified the importance of public and
private organizations as the main performers in public policies. External elements were found
in the genesis of this educational policy, such as requirements contained in international
documents ratified by Brazil that determine degrees in areas related to education for all the
teachers in public and private schools; and internal elements, such as the ability of
consultation and coordination of state and out of state mechanisms in the development and
implementation of this educational public policy as well as national education standards.
Moreover, were identified a tetrahedral interaction educational method based on a blended
learning system. Thus, we seek to contribute to the promotion of new studies and debates on
educational public policy and teacher education in Amazon.