CONTINUING EDUCATION FOR TEACHERS UNDER A NEW FORMATIVE PARADIGM IN STATE LITERACY PROGRAMS

Abstract

This article aims to identify and characterize the role of Private Hegemony Apparatuses (PHA) in the state education network of Goiás, emphasizing the AlfaMais Goiás Literacy Program, with a focus on its impact on the continuing education of teachers. The new formative paradigm refers to changes in professional training practices that result from these dynamics. With a qualitative approach and using documentary research from the perspective of historical and dialectical materialism, the study follows a methodology that includes the analysis of the State Program AlfaMais Goiás in the context of the Cooperation Agreement with the Private Hegemony Apparatus, the Bem Comum Association (ABC), and its institutional partners. The presence of these PHAs in public state networks through the Regime of Collaboration is justified by the pursuit of improvements in education quality, with managerial efficiency and the guarantee of literacy for all students by the 2nd Year of Elementary School. The results show that the PHA, Bem Comum Association (ABC), has played a hegemonic role in defining literacy policies not only in the state of Goiás but throughout the country. The research reveals that the privatization of education has advanced into basic education, significantly impacting the professional trajectory of teachers. Business principles have been adapted to manage education networks and influence formative processes, leading to a new paradigm that prioritizes short-term training focused on the execution of the Program itself, valuing meritocracy rather than the relationship between training and teaching work.