A formação docente nos cursos de mestrado profissional: perspectivas formativas na formação docente nos cursos de mestrado profissional na Universidade Federal do Amapá (UNIFAP)

Abstract

This study analyzes the Professional Master's Degree in Mathematics in National Network (PROFMAT) and the Professional Master's Degree in History Teaching (PROFHISTÓRIA), within the Teacher Training Policy at the Federal University of Amapá (UNIFAP). It is a research on the expansion process of professional masters and situates UNIFAP and its project for teacher training in this context. Regarding the objectives, the study seeks to: a) understand the constraints that stimulated the reconfiguration of higher education and the implementation of professional master's degrees; b) find out under which formative architecture PROFMAT and PROFHISTÓRIA are based at UNIFAP; and, finally, c) identify the regulatory, theoretical and legal assumptions in which the respective professional master's degrees in the National Network were regulated. With a theoretical focus on Historical-Dialectic Materialism and its analytical categories, the study is part of a Documental Research, using Opinion n. 977 (1965), Ordinance n. 80 (1998); the National Postgraduate Plan – PNPG (2011); UNIFAP's Institutional Development Plans (2011-2020); and the respective Bylaws, Course Plans and Reports of the Theses and Dissertations Bank of PROFMAT and PROFHISTÓRIA. Data analysis and interpretation was based on the Content Analysis technique. The results of the study show the asymmetries that configure academic development between the different regions of Brazil, which causes an uneven growth of states and regions in economic and educational aspects, for example, and revealed that Amapá has expanded slowly in terms of postgraduate courses. On the other hand, the investigation points to the solid expansion project of the professional master's courses in Amapá and, together with this, finds that the ideas that support the formation of a professional character, based on the acquisition of competence and the professionalization of teachers, is increasingly more firm