O plano de formação continuada dos servidores da Rede Federal de Educação Profissional, Científica e Tecnológica (Plafor): da necessidade á invisibilidade

Abstract

ABSTRACT This research deals with the presentation and evaluation of the Continuing Training Plan for Employees of the Federal Network of Professional, Scientific and Technological Education (Plafor), established in 2016, which was designed due to the need for training and qualification of employees of the Federal Network for Professional, Scientific and Technological Education (RFEPCT), created in 2008. Given the new institutionality and the reality of the Brazilian resumption of the expansion of the offer of Professional Education (EP) in 2005, this plan is essential for the quality of the provision of EPT through RFEPCT institutions. Thus, this research has the general objective of evaluating the actions carried out through Plafor, a policy included in the National Personnel Development Policy of the Direct Federal Public Administration, aiming to demonstrate how it has been implemented and what are the resonances of its actions at RFEPCT. To this end, we classify this research as having a historical-critical approach, qualitative in nature, its objective is exploratorydescriptive and its procedures fall within bibliographic and documentary research on the internet. The presentation of Plafor takes place through the description and analysis of its political process (entry into the agenda, formulation, decision-making, implementation and evaluation) based on documentary review and based on theorists such as: Dourado (2007), Saviani (2008 , 2009); Ciavatta and Ramos (2011), Freire (2011), Frigotto (2011), Vitullo (2011), Cabral Neto (2012), Fischer and Waiandt (2012), Zeferino and Silva (2016), Coutinho and Silva (2015), Ferreira (2015), Ribeiro (2015), Magalhães (2016), Campello (2017), Kuenzer (2017), Marchelli (2017); Fernandes and Tabosa (2018), Marcelino et al. (2019), Souza e Lima (2021) and Santos, Medeiros Neta e Silva (2022) and Silva (n.d.). In the evaluation of Plafor carried out in this study, we used data from the survey of communications and actions linked to Plafor on the official digital platforms of the entities managing, executing and benefiting from this policy. The most significant data from the research was the communication from 15 of the 38 Federal Institutes regarding Plafor, where 31 publications were returned, in the period from 2014 to 2018, being distributed as follows: 16 in 2014, 1 in 2015, 11 in 2016, 2 in 2017 and 1 in 2018. We conclude from this that, given the historical survey, the training of EPT federal employees prior to the institution of Plafor was based on legal frameworks for the training of basic education professionals and federal employees, which do not address the specific training needs of the RFEPCT; communication about Plafor and its linked actions was inefficient in terms of knowledge and involvement of the target audience and, consequently, affected the success of its implementation. With this, we intend to highlight the importance of communication about the actions of a policy, especially educational policies, for the implementation of its objectives, aiming to provide discussion on the promotion and training of federal employees of the RFEPCT beyond teaching, as this network is made up of self-managed authorities and education takes place outside the classroom. Keywords: Continuing Education Plan for Employees of the Federal Network of Professional, Scientific and Technological Education. Plafor. Training of federal servants. Policy communication.