For a continuing education project in educational policy/management with a historical-critical premise

Abstract

The article addresses the topic of continuing education in educational policy/management, as a result of research into the continuing education in educational policy/management developed in the Program for the Institutionalization and Management of Municipal Teaching Systems/Municipal Education (PRISME), starting in 2022, as an extension action of the Federal University of Tocantins, with 117 municipalities in Tocantins. It problematizes training in PRISME, with the aim of understanding the theoretical-epistemological assumption that gives rise to the elaboration of the theoretical-practical forms of the Program and the theoretical-epistemological coherence in its documents and the level of consistency of its actions. It is based on dialectical historical materialism, with theoretical and documentary sources. The results show that the training movement in question, which brings together continuing training, training follow-up, monitoring and evaluation, has a theoretical-epistemological scope and political action in the fight for social quality education, based on the historical-critical assumption. There is an organic training movement and vast array of technical, technological and scientific productions specific to and for the training movement, which have theoretical-epistemological coherence in their documents and a significant level of consistency in their actions. It is a fertile field for the debate on the autonomy of municipalities in the field of education because, without losing sight of the structural and conjunctural challenges, it tackles the epistemological and political discussion of municipal educational contexts in order to counter the hegemonic way of thinking about education and its policy/management. With a counter-hegemonic character, its horizon is substantive, omnilateral education.