scholarly journals Trabalho docente instrumentalizado na política de formação de professores no Brasil: Uma abordagem histórica e teórico-pilosófica

2020 ◽  
Vol 28 ◽  
pp. 15
Author(s):  
Roberto Francisco de Carvalho ◽  
Rosilene Lagares ◽  
Doracy Dias Aguiar de Carvalho
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Point Of View ◽  
The Political ◽  
Policy Management ◽  
Training Process ◽  
Training Policy ◽  
Political Principles ◽  
Education In Brazil ◽  
And Training

This text deals with policy/management of teacher training in Brazil and is anchored in the results of the research project, “Policy/management of teacher training in the perspective of the philosophy of praxis: Tension between the economic-corporate and ethical-political perspectives”. The research aimed to explain the instrumentalization of the teaching work in the teacher training process from a historical and theoretical-philosophical point of view, without disregarding the theoretical-practical existence of the philosophy of praxis and of the emancipatory formative perspective based on the ethical-political principles. In achieving the proposed objective, we used the historical-methodological and critical-dialectical frame of reference, and the project was developed through bibliographical and empirical-documentary research. In this article, we aim to discuss the fundamentals of the training policy/management of Brazilian teacher education in the instrumental perspective, as well as their relationship with the teaching work. The research revealed that teacher education in Brazil tended to occur from the instrumental perspective, with the prioritization of the technical-pedagogical dimension in relation to the political-cultural prioritization. However, the instrumentalisation of the teaching work is not linear or devoid of contradictions among the forces that have been fighting for the education and training of teachers with a substantive, libertarian and emancipatory perspective. 

scholarly journals Special Education in Brazil: from exclusion to inclusion

2009 ◽  
Vol 1 (3) ◽  
pp. 45
Author(s):  
Maria Teresa Eglér Mantoan
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Students With Disabilities ◽  
Sao Paulo ◽  
Point Of View ◽  
São Paulo ◽  
Legal Documents ◽  
Educational Plans ◽  
Specialized Institutions ◽  
Education In Brazil

This article is about the phases through which the Brazilian education has been developing, starting from the exclusion of students with disabilities in specialized institutions which are typically therapeutically oriented to our present days, when this educational modality has been clashing with the proposals of a school for all, one and only, open to the differences, and, as a result, inclusive. The path that has been followed is focused on from the point of view of legal documents, of educational plans and policies. Finally we focus on teacher education and present some indicators by which we have been evaluating the benefits of inclusion in the Brazilian schools, through the investigations from the researchers at LEPED (Laboratory of Studies and Research in Teaching and Diversity) / Unicamp- São Paulo/Brazil. 

scholarly journals Analysis of Education-Themed Films in the Context of Teacher Education Programs

2017 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Suna Arslan
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Teacher Training ◽  
Education System ◽  
Teacher Education Programs ◽  
Main Theme ◽  
Education Programs ◽  
Training Policy ◽  
Faculty Of Education ◽  
Film Viewing

The study aims to answer the question: “Is it possible to benefit from education-themed films in teacher training policy?” For this purpose, students of the Faculty of Education were placed in film viewing/interpreting groups and were asked to determine the meanings conveyed in the following films: “Hababam Sınıfı,” “Sınav,” “Elephant,” and “Dead Poets Society.”  The findings obtained through content analysis were themed. Results showed that catchy/effective scenes and cues were grouped under the following main themes: Education, family, society, and adolescence. The most intensely-perceived main theme was the messages on the education system. The fact that education took first place and that this was followed by adolescence, society, and family-themed messages shows that the education phenomenon should be discussed with respect to these concepts.

scholarly journals Revisitando as Políticas de Formação de Professores no Brasil (1827-1930)

2017 ◽  
pp. 130
Author(s):  
Lucas Gabriel Franco Gomez ◽  
Lilian Maria Paes de Carvalho Ramos
Keyword(s):  
Teacher Education ◽  
Elementary Schools ◽  
Teacher Training ◽  
Political Agenda ◽  
The Political ◽  
Education Policies ◽  
National Education ◽  
Documentary Analysis ◽  
Siglo Xix ◽  
Formación Docente

Este artigo apresenta parte do resultado final da dissertação de mestrado defendida em maio de 2017 no PPGEduc/UFRRJ. Consiste em uma retomada histórica das políticas de formação docente no período de 1827 a 1930, através de revisão bibliográfica e análise documental, destacando concepções, tensões e desafios que as caracterizaram. Partimos da constatação de que no século XIX, o problema da instrução nacional forjou as bases para a constituição de políticas de formação docente, tendo em vista que sem professores devidamente qualificados não seria possível garantir o funcionamento das escolas elementares. Foram desenvolvidos diversos ensaios em âmbito nacional e nas unidades federativas, que compreenderam: sistemas de indicação dos professores, escolhas através de conselhos e comissões, exames e concursos de admissão, instalação de escolas normais e adoção do regime de professores adjuntos. Entretanto, consideramos que muitas análises produzidas sobre a área foram e são marcadas pela superficialidade, desconsiderando as discussões já existentes, o que resulta em conclusões pessoais e descontextualizadas. Concluímos que com pequenos avanços e muitas críticas, a questão da formação docente paulatinamente conquistou espaço na agenda política e configurou um quadro de entraves e ranços históricos herdados pelas atuais políticas de formação. Contudo, acreditamos que enquanto a questão da valorização, da formação e da qualificação docente não constituírem uma pauta urgente na sociedade, não será possível encontrar caminhos de mudança no cenário educacional com uma proposta consistente, abrangente e atualizada. Palavras-chave: Formação docente, Políticas Educacionais, Qualificação, Valorização Docente. Revisiting the Teacher Training Policies in Brazil (1827-1930) ABSTRACT This article presents part of the result of the master dissertation concluded in May 2017 at PPGEduc/UFRRJ. It consists of a historical resumption of teacher education policies from 1827 to 1930, through bibliographical review and documentary analysis, highlighting the conceptions, tensions and challenges that characterized them. In the nineteenth century, the problem of national education laid the foundations for the constitution of teacher education policies, since without proper teachers it would not be possible to guarantee the functioning of elementary schools. Many national and federal trials were developed, including teacher nomination systems, appointment by boards and commissions, examinations and admission contests, creation of regular schools, and adoption of the adjunct teacher regime. We conclude that with small advances and many criticisms, the issue of teacher training has gradually gained space in the political agenda and has configured a framework of historical obstacles and ranks inherited by the current training policies. However, we consider that many analyzes produced lately in this area are superficial and, therefore, disregard the existing discussions and result in personal and decontextualized conclusions. Moreover, we are convinced that if the issue of teacher appreciation, training and qualification does not become an urgent agenda in society, it will not be possible to find ways to change the educational landscape with a consistent, comprehensive and up-to-date proposal. Keywords Teacher training, Educational Policies, Qualification, Teacher Valorization. Revisando las Políticas de Formación de Profesores en Brasil (1827-1930)RESUMEN Este artículo presenta parte del resultado de la disertación de maestría defendida en mayo de 2017 en el PPGEduc /UFRRJ. Consiste en una reanudación histórica de las políticas de formación docente en el período de 1827 a 1930, a través de revisión bibliográfica y análisis documental, destacando concepciones, tensiones y desafíos que las caracterizaron. En el siglo XIX, el problema de la instrucción nacional forjó las bases para la constitución de políticas de formación docente, teniendo en cuenta que sin profesores debidamente cualificados no sería posible garantizar el funcionamiento de las escuelas elementales. Se desarrollaron diversos ensayos a nivel nacional y en las unidades federativas que comprendieron sistemas de indicación de los profesores, elecciones a través de consejos y comisiones, exámenes y concursos de admisión, instalación de escuelas normales y adopción del régimen de profesores adjuntos. Concluimos que con pequeños avances y muchas críticas, la cuestión de la formación docente paulatinamente conquistó espacio en la agenda política y configuró un cuadro de obstáculos y rangos históricos heredados por las actuales políticas de formación. Pero también consideramos que muchos análisis producidos últimamente en esta área son hechos de modo superficial y, por eso, desconsideran las discusiones ya existentes, lo que resulta en conclusiones personales y descontextualizadas. Además, creemos que mientras la cuestión de la valorización, la formación y la cualificación docente no constituyen una pauta urgente en la sociedad, no será posible encontrar caminos de cambio en el escenario educativo con una propuesta consistente, exhaustiva y actualizada.Palabras clave: Formación Docente, Políticas Educacionales, Calificación, Valorización Docente.

scholarly journals Democracy in education: an ideal being or a pedagogical reality?

2019 ◽  
Vol 24 (1) ◽  
pp. 115-127
Author(s):  
Tetiana Matusevych ◽  
Larysa Kolesnyk
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Educational Environment ◽  
Educational Community ◽  
Project Development ◽  
Training Process ◽  
Democracy In Education ◽  
Separate Discipline ◽  
Developing Strategies

This article is dedicated to the presentation and analysis of the results of the Democracy in Education survey (February 2019) conducted within the project “Development of a Culture of Democracy in Teacher Education in Ukraine, Norway and Palestine”. The research is one of a comprehensive attempt to analyze the range of definitions of democracy in education, visions of its place in the educational environment, and the obstacles to implementing democracy in the teacher training process. The analysis showed that there were some challenges - the dominance of a "thin" understanding of democracy among the Ukrainian educational community and teaching about democracy, the presence of the Soviet system's rudiments in the modern educational environment, the presence of some alienation of knowledge about democracy and narrowing them to a separate discipline. So, there is a need in developing strategies for overcoming them.

scholarly journals SABERES E AUTONOMIA DOCENTE: UM DIÁLOGO ENTRE ELEMENTOS IMPRESCINDÍVEIS À FORMAÇÃO DO PROFESSOR

2021 ◽  
Vol 14 (23) ◽  
pp. 25
Author(s):  
Nilce Pantoja do CARMO (UFPA) ◽  
Waldir Ferreira de ABREU (UFPA)
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Teacher Knowledge ◽  
Graduate Program ◽  
School Context ◽  
Educational Practice ◽  
Evaluation Criterion ◽  
Training Process ◽  
Theoretical Contribution ◽  
Educational Sciences

O presente trabalho faz-se como um desdobramento da dissertação “Um rio no caminho: processos de escolarização de alunos ribeirinhos em contexto escolar urbano”, apresentada em 2019 como critério avaliativo do título de Mestre em Educação ao Programa de Pós-Graduação em Educação (do Instituto de Ciências da Educação da Universidade Federal do Pará). Neste ínterim, “Saberes e autonomia docente: um diálogo entre elementos imprescindíveis à formação do professor”, caracteriza-se como uma pesquisa bibliográfica, que objetiva compreender as relações peculiares aos saberes e à autonomia, discorrendo sobre como essa interação vem se constituindo no processo de formação do professor. Para tanto, buscou-se aporte nos trabalhos de Freire (1996), Contreras (2002) e Tardif (2014), autores que se debruçaram na abordagem de tais categorias (saberes e autonomia) vinculadas ao contexto formativo daqueles que estão afrente da prática educativa formal dos sujeitos. Os resultados do estudo apontam que a constituição da autonomia se associa diretamente ao aguçar dos saberes. Assim, a formação do professor deve considerar a relevância dos saberes como basilares ao fomento da autonomia docente.Palavras-chave: Saberes; Autonomia; Formação do Professor.KNOWLEDGE AND TEACHING AUTONOMY: A DIALOGUE BETWEEN COMPREHENSIVE ELEMENTS FOR TEACHER TRAININGThe present work unfolds from the dissertation “A river on the way: schooling processes of riverside students in an urban school context”, presented in 2019 as an evaluation criterion for the title of Master in Education to the Graduate Program in Education (from the Institute of Educational Sciences of the Federal University of Pará). In the interim, “Teacher knowledge and autonomy: a dialogue between elements essential to teacher education”, is characterized as bibliographic research, which aims to understand the peculiar relations to knowledge and autonomy, discussing how this interaction has been constituted in the teacher training process. Therefore, we sought theoretical contribution in the works of Freire (1996), Contreras (2002), and Tardif (2014), authors who focused on the apprehension and approach of such categories (knowledge and autonomy) linked to the formative context of those who are responsible for the formal educational practice of the subjects. The results of the study show that the constitution of autonomy is directly associated with the improvement of knowledge. Thus, teacher education must consider the relevance of knowledge as fundamental to the promotion of teacher autonomy.Keywords: Knowledge; Autonomy; Teacher Education 

scholarly journals Physical Education Teacher Training: the Challenges of Teaching Legitimation in the Debate Center

2021 ◽  
Vol 22 (3) ◽  
pp. 440-449
Author(s):  
Ivan Carlos Bagnara ◽  
Paulo Evaldo Fensterseifer ◽  
Sidinei Phitan da Silva
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
School Environment ◽  
National Curriculum ◽  
Point Of View ◽  
The Political ◽  
Initial Training ◽  
Curriculum Guidelines ◽  
Political Challenge ◽  
Epistemological Debate

Abstract This study aims to analyze the way the themes related to the political, curricular and didactic aspects, are being addressed by publications related to Initial Training (IT) at the Physical Education (PE) degree level. Thereunto, a bibliographic research was developed, taking as a background the productions published from 2013, linked to the Brazilian College of Sport Sciences. Thus, from 708 publications, 29 texts addressed the theme and constituted the final sample. From the political point of view, it is clear that most concerns are related to the National Curriculum Guidelines and not to the formation of a subject with the political capacity to teach. In the curricular perspective the studies address themes related to the contents of Initial Training (IT), curricular internships/Pibid, epistemological debate, curricular fragmentation and the division of formation. Concerning the didactic aspects, themes emerged which were associated mainly to supervised internships. Thus, we have the impression that IT is not developing a training process capable of translating into the school environment the legal and theoretical gains that the area has achieved in recent decades, which could help overcome the gap that the Brazilian School Physical Education (SPE) has experienced since it has entered into crisis. Keywords: Teacher Training. Political Challenge. Curriculum Challenge. Didactic Challenge. ResumoEste estudo tem como objetivo analisar a forma como as temáticas referentes aos aspectos políticos, curriculares e didáticos, estão sendo tratadas pelas publicações relacionadas à Formação Inicial (FI) em nível de licenciatura em Educação Física (EF). Para isso, desenvolvemos uma pesquisa bibliográfica, tomando como pano de fundo as produções publicadas a partir de 2013, vinculadas ao Colégio Brasileiro de Ciências do Esporte. Assim, de 708 publicações, 29 textos abordavam a temática e constituíram a amostra final. Do ponto de vista político, percebe-se que a maioria das preocupações estão relacionadas com as Diretrizes Curriculares Nacionais e não com a formação de um sujeito dotado de capacidade política para exercer a docência. Na perspectiva curricular os estudos abordam temas ligados aos conteúdos da Formação Inicial (FI), estágios curriculares/Pibid, debate epistemológico, fragmentação curricular e a divisão da formação. Acerca dos aspectos didáticos, emergiram temáticas vinculadas principalmente aos estágios supervisionados. Dessa forma temos a impressão de que a FI não está desenvolvendo um processo formativo capaz de traduzir no ambiente escolar os ganhos legais e teóricos que a área conseguiu nas últimas décadas, os quais poderiam ajudar a superar o hiato que vive a EFE brasileira desde que entrou em crise. Palavras-chave: Formação de Professores. Desafio Político. Desafio Curricular. Desafio Didático.

scholarly journals The Hidden Curriculum of Teacher Training

10.33496/008 ◽  
2019 ◽  
pp. 91-94
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Current Literature ◽  
Education Program ◽  
Hidden Curriculum ◽  
Teacher Education Program ◽  
Future Teacher ◽  
Education Systems ◽  
Emerging Themes ◽  
And Training

This opinion paper relies on classic and current literature as well as the author’s own expertise and perspective to propose a few core agenda points for teacher education and training in current contexts. It is suggested that although the Israeli (as well as other) education systems has systematically refrained from phrasing and implementing a comprehensive, strategic view of what education should be all about the emerging themes may serve as underlying guidelines for current and future teacher education program.

scholarly journals PERSONAL CONTRIBUTIONS REGARDING SELECTION, IDENTIFICATION AND PROMOTION OF TALENTS IN FOOTBALL

2020 ◽  
pp. 57-71
Keyword(s):  
Motor Skills ◽  
Selection Process ◽  
Point Of View ◽  
Maximum Efficiency ◽  
Negative Consequences ◽  
Training Process ◽  
Biological Potential ◽  
Singular Action ◽  
Football Field ◽  
And Training

The term “selection” has provoked disputes among various people, some of whom, for institutional reasons, defending the cause of a sport that enjoys great popularity and aims to attract all possible talents on the football field. From our point of view, football selection is not a unique, singular action. It has a lasting character and is carried out in several stages. The efficiency of the selection greatly depends on the quality of the training process and is largely conditioned by the way in which the particularities of growth and development of children and juniors are taken into account. By using the scientific selection process in football, the path to achieving remarkable (often incredible) performance becomes shorter. The selected individual undergoes a careful training process and tries to obtain maximum efficiency in the shortest time (depending on the biological potential). Also, the purpose of this paper is to improve the duration of the educational and training process, based on the improvement of the selection process correlated with the sports training stages in the football game. Selection and training have to be regarded according to the following training-type models: children, juniors III, juniors II, juniors I, which must take into account the criteria: health status, social condition, physical ability, body size, general motor skills, favorable motor skills, psychological ability, technical and tactical training, and game testing. We believe that, by contributing to the knowledge of the above-mentioned particularities, this paper eliminates the possibility of methodological errors that can have irreversible negative consequences.

scholarly journals infância, alteridade e formação docente: encontro com as crianças como potência de transformação

2018 ◽  
Vol 14 (30) ◽  
pp. 261-276
Author(s):  
Tiago Ribeiro ◽  
Rafael de Souza ◽  
Adrianne Ogêda Guedes
Keyword(s):  
Teacher Education ◽  
Everyday Life ◽  
Daily Life ◽  
Teaching Experience ◽  
Training Process ◽  
The Core ◽  
The City ◽  
Ways Of Being ◽  
And Training

This paper aims to share reflections produced in the core of a research developed in everyday life of a school located in the city of Rio de Janeiro, in order to think the teacher training process and the child's potentiality in it. Through an investigation from the perspective of research with daily life, making use of narratives produced in the field notebook and of impressions and senses created throughout the investigation, brings two scenes experienced in the daily life of the mentioned public school and, with them, discusses concepts of training and child, defending the latter as a legitimate other in teacher education and training as a singular process and at the same time, collective and polyphonic. Finally, from the proposed problematization, the text invites us to think training with childhood in the quality of training as experience: that one which makes us think and think about ourselves, that is a training that moves us and causes us to inquire about our certainties and crystallized truths, invites us to be already others of ourselves, to rethink our ways of being, to be and to live the teaching experience with the children. Therefore, it is an invitation to think about our place and the place of children, in other words, our relationship in education and teacher's training.

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