O ensino policial e a formação de praças no Centro de Formação e Aperfeiçoamento de praças da Policia Militar de Alagoas: uma análise curricular

Abstract

This thesis focuses on the analysis of the curriculum adopted by the Center for Training and Improvement of Enlisted Personnel of the Military Police of Alagoas (Centro de Formação e Aperfeiçoamento de Praças da Polícia Militar de Alagoas) in the Enlisted Personnel Training Course (Curso de Formação de Praças - CFP), which is responsible for preparing new soldiers of the Alagoas Military Police. To this end, the work begins by outlining the methodological approaches of the research, which adopted content analysis as the method for interpreting focus groups applied to a sample of CFP students in the initial stages of the course. This aimed to capture their expectations regarding the knowledge to be acquired during their training and their perceptions of human rights. Another focus group was conducted with soldiers from the 2024 class to measure the competencies acquired during the course and to what extent their perception of human rights changed or not throughout the training, considering the cross-cutting nature of this subject and its importance for police work. Subsequently, a legislative reflection on military police education is presented, both at the national and local levels, examining the progress made in terms of the professionalization of police training in recent decades. The discussion then moves to the theme of curricula, using Philippe Perrenoud as the main theoretical reference due to his work on competency-based education and his extensive citation in the National Curriculum Framework for Training Public Security Professionals (Matriz Curricular Nacional para Ações Formativas dos Profissionais de Segurança Pública), the foundational document of the pedagogical project underlying the Enlisted Personnel Training Course of the Alagoas Military Police (CFP da PMAL). A critical study is conducted on competency-based education and its influence on the CFP's pedagogical project, as well as on the understanding of the term "cross-cutting" in the National Curriculum Framework. Finally, the results from the accounts obtained in the two focus group samples are revealed: the first with 10 participants and the second with 07 participants. The categories and recording units obtained from the analysis of the participants' statements are presented, along with a theoretical framework on the themes revealed by the contributions of the research subjects. The research results indicate the need for curriculum reforms, changes in pedagogical practices, and the inclusion of activities that strengthen the development of attitudinal competencies in future public security professionals during their initial training.