Necessidades formativas de professores e gestores da rede estadual mineira, no âmbito do Projeto Trilhas do Futuro Educadores

Abstract

Education in the state of Minas Gerais when they entered the Professional Master's Degree in Education (MPE) of a Federal University, linked to the Trilhas do FuturoEducadores program. The study is justified by the need to understand how the master's degree can contribute to the professional development of teachers and the expectations of the participating fronts regarding continuing education. The research adopted an exploratory and qualitative design, based on the analysis of training in context, grounded in theoretical frameworks of Marli André, BernadeteGatti, Carlos Marcelo, and Antônio Nóvoa, among others. Data collection was carried out through questionnaires and interviews, applied to master's students of the program, and the results were analyzed using the Prose Analysis methodology, proposed by Marli André. The results indicate that the main motivations for seeking the master's degree include: professional growth, improvement of teaching practice, interest in research, personal fulfillment and the search for new career opportunities. The existence of challenges was also identified, such as time management between work and study, academic criteria and difficulties in scientific writing. However, the reported gains include expanding knowledge, developing research skills, strengthening critical thinking, and a positive impact on teaching practice. The study concluded that the Professional Master's Degree in Education is a powerful mechanism for valuing teachers and improving educational practices, despite the gaps in the recognition of this training in teachers' career plans. Based on these reflections, an educational product is proposed in the form of a guiding document, containing guidelines for teachers and professionals in the state network on how to access the master's degree, pathways, routes and strategies considering their training needs and that can add value and improvement to the work they develop in the context of basic education. It is therefore expected that this research will contribute to the expansion of similar initiatives and promote the appreciation of professional teacher development as a fundamental pillar for improving the quality of Basic Education in Minas Gerais and Brazil.