scholarly journals Education for Ethnic-Racial Relations in the new Curriculum Guidelines and in the Common National Base for the Initial Training of Brazilian Teachers: Implications for the Teaching of Anti-Racist Science and Biology

2021 ◽  
Vol 32 (4) ◽  
pp. 374-383
Author(s):  
Joaklebio Alves da Silva ◽  
◽  
Monica Lopes Folena Araújo ◽  
Keyword(s):  
Teacher Training ◽  
Ethnic Groups ◽  
Qualitative Approach ◽  
Educational Policies ◽  
Initial Training ◽  
Initial Teacher Training ◽  
Racial Relations ◽  
Curriculum Guidelines ◽  
The Common ◽  
Race Category

By ethnic-racial relations one understands the relations established between ethnic groups whose base is guided by race category, seen on a social perspective. Schools should be an environment propitious to the promotion of Education for Ethnic-Racial Relations, the teacher being an indispensable agent in this process. The present study is characterized as documentary research with a qualitative approach that sought to analyze, in a comparative perspective, evidence of a proposal for Education for Ethnic-Racial Relations present and/or absent in the Curriculum Guidelines and in the Common National Base for Initial Teacher Training (Resolution 2/2019), as well as the possible implications for the teaching of anti-racist Science and Biology in Brazil. The study leads us to conclude that the new Curricular Guidelines and the Common National Base for the Initial Teacher Training do not bring concrete evidence of an effective proposal for Education for Ethnic-Racial Relations as proposed by Resolution 2/2015, which was hastily revoked by Resolution 2/2019. The absence of these indications tends to result in negative implications for the teaching of anti-racist Science and Biology, since it was previously supported, we had found in the guidelines for teacher training an alternative to insert the study of ethnic-racial relations in undergraduate courses in the area. We hope that this study will collaborate for research in the area of ​​teacher training and ethnic-racial relations in the teaching of Science and Biology, especially for educational policies aimed at training teachers.

Use of theoretical concepts in lesson study: an example from teacher training

2015 ◽  
Vol 4 (3) ◽  
pp. 261-273 ◽  
Author(s):  
Daniel Martin ◽  
Anne Clerc-Georgy
Keyword(s):  
Teacher Training ◽  
Lesson Study ◽  
Initial Training ◽  
Primary School Teachers ◽  
Content Type ◽  
Theoretical Concepts ◽  
Initial Teacher Training ◽  
Study Lesson ◽  
Practical Implications

Purpose – The purpose of this paper is to present a lesson study (LS) approach implemented as part of the initial training of primary school teachers in a course on the oversight and accompaniment of learning. This course aims to develop students’ ability to analyse their practice and to shift attention to pupils’ learning processes. Design/methodology/approach – Data were collected on the contribution of the LS system and interaction protocols used in class, according to students. Findings – Qualitative analysis of this data shows the role played by the use of theoretical concepts in the quality of their planning, the depth of their analysis and the quality of their work in class. Practical implications – This work opens avenues for teacher training, in particular in terms of encouraging students to use theoretical concepts to prepare, implement and analyse their teaching. Originality/value – This approach is of interest in that it examines the use of theoretical concepts in a study lesson system during initial teacher training.

scholarly journals A CONTRIBUIÇÃO DO PIBID NA FORMAÇÃO INICIAL DE PROFESSORES: as produções acadêmicas dos estudantes do Curso de Pedagogia do Centro Universitário Franciscano

2017 ◽  
Vol 2 (7) ◽  
pp. 241
Author(s):  
Juliane Ribeiro Fleck ◽  
Eliane Galvão dos Santos
Keyword(s):  
Teacher Training ◽  
Research Work ◽  
Initial Training ◽  
School Of Education ◽  
Initial Formation ◽  
Professional Career ◽  
Initial Teacher Training ◽  
University Center ◽  
Santa Maria

O presente artigo é resultado da pesquisa do Trabalho Final de Graduação (TFG), do Curso de Pedagogia, do Centro Universitário Franciscano (UNIFRA), Santa Maria/RS. O objetivo da pesquisa foi investigar as contribuições do Subprojeto PIBID-Pedagogia do Centro Universitário Franciscano na formação inicial dos acadêmicos do curso de licenciatura em Pedagogia da instituição. A metodologia utilizada foi a abordagem qualitativa de cunho bibliográfico, acompanhada da pesquisa documental para análise dos relatórios de atividades do PIBID/Pedagogia enviados à CAPES nos anos de 2011 a 2013. Como subsídio teórico utilizaram-se autores como Brasil (2010), Marcelo Garcia (1999), Marquezan (2010), Santos (2013), Tardif (2013). Espera-se que a pesquisa venha a contribuir com os estudos e práticas na formação inicial dos pedagogos, uma vez que o PIBID é de grande valia para a carreira profissional dos futuros pedagogos em formação inicial, já que os mesmos têm a possibilidade de atuar na realidade escolar e nas diversas atividades em que envolvem o PIBID, permitindo aos acadêmicos a vivência de diversificadas experiências, assim trazendo subsídios para a contribuição na sua futura atuação profissional.Palavras-chave: PIBID; Formação Inicial; Subprojeto de Pedagogia/UNIFRA.THE CONTRIBUTION OF PIBID IN INITIAL TEACHER TRAINING: the academic productions of the students of the Pedagogy Course of the Franciscan University CenterABSTRACTThis article is the result of research work Final Graduation (TFG), the School of Education, the Franciscan University Center (UNIFRA), Santa Maria / RS. The objective of the research is to investigate the contributions of Subproject PIBID-PEDAGOGIA the Franciscan University in the initial training of students from the degree course in Pedagogy of the institution. The methodology used was the qualitative bibliographic approach, and a documentary research was used to analyze the reports of activities of PIBID/Pedagogy sent to CAPES in the years 2011 to 2013. As a theoretical subsidy used to authors like BRAZIL ( 2010), MARCELO GARCIA (1999), Marquezan (2010), Santos (2013), Tardif (2013). It is hoped that the research will contribute to the study and practice in the initial training of teachers, since the PIBID is of great value to the professional career of pedagogues future in initial formation, since they have the possibility of acting in school reality and the various activities involving PIBID, allowing students to experience the diverse experiences thus bringing benefits to the contribution in their future professional activities.Keywords: PIBID; Initial formation; Subproject of Education/UNIFRA.LA CONTRIBUCIÓN PIBID EN FORMACIÓN INICIAL DE PROFESORES: producciones académicas de los estudiantes del Centro Universitario de la Educación Curso FranciscanaRESUMENEste artículo es el resultado de un trabajo final de investigación de la graduación (GFT), la Escuela de Educación, el Centro de la Universidad Franciscana (UNIFRA), Santa Maria / RS. El objetivo de la investigación es investigar las contribuciones de Subproyecto Universidad Centro-PIBID pedagogía franciscana en la formación inicial de los estudiantes de la licenciatura de Pedagogía de la institución. La metodología utilizada fue el abordaje cualitativo de cuño bibliográfico, siendo que se utilizó una investigación documental para el análisis de los informes de actividades del PIBID / Pedagogía enviados a CAPES en los años 2011 y 2013. Como un subsidio teórico utilizado para autores como Brasil ( 2010), Marcelo García (1999), Marquezan (2010), Santos (2013), Tardif (2013). Se espera que la investigación contribuirá al estudio y la práctica en la formación inicial de los maestros, ya que el PIBID es de gran valor para la carrera profesional de pedagogos futuro en la formación inicial, ya que tienen la posibilidad de actuar en realidad escolar y las diversas actividades que implican PIBID, lo que permite a los estudiantes experimentar las diversas experiencias con el consiguiente beneficio para la contribución en sus actividades profesionales futuras.Palabras clave: PIBID; Formación inicial; Subproyecto de Educación/UNIFRA.

scholarly journals O diálogo como experiência constituinte na formação inicial do professor de Matemática

2021 ◽  
Vol 16 ◽  
pp. 1-14
Author(s):  
Francisco Jeovane do Nascimento ◽  
Eliziane Rocha Castro ◽  
Luciana Rodrigues Leite ◽  
Maria Socorro Lucena Lima
Keyword(s):  
Teacher Training ◽  
Undergraduate Students ◽  
Qualitative Approach ◽  
International Integration ◽  
Initial Teacher Training ◽  
Theoretical Category ◽  
The University ◽  
Afro Brazilian ◽  
Mathematics Course

Based on the Freirean premises, this work makes explicit the dialogical relevance in initial teacher training, being the result of an experience developed in the context of the Supervised Internship with 14 undergraduate students of the Mathematics course of the University for International Integration of the Afro-Brazilian Lusophony (UNILAB). In this investigation, the dialogue assumes the condition of theoretical category, and the methodological assumptions are based on the qualitative approach. The reflections coming from this dialogic moment highlight the importance of the contact of teachers in training with more experienced professionals and strengthen the Supervised Internship as an opportunity to contact diverse practices and knowledge, beyond the knowledge of the complexity that permeates the school.

scholarly journals The Challenges of Education in Gender Issues and Sexuality in Times of Crisis

2018 ◽  
Vol 28 (1) ◽  
pp. 80
Author(s):  
Ana Luisa Alves Cordeiro ◽  
Maria José De Jesus Alves Cordeiro ◽  
Márcia Maria de Medeiros
Keyword(s):  
Sexual Orientation ◽  
Gender Issues ◽  
Qualitative Approach ◽  
Gender And Sexuality ◽  
Educational Policies ◽  
The Political ◽  
Economic Dimension ◽  
Political Sphere ◽  
Racial Relations ◽  
Identity Groups

Abstract: the impeachment process of the elected President Dilma Rousseff (2011-2016/Interrupted) in Brazil, besides its political and economic dimension, national and international, is characterized by macho, racist and heteronormative delineations, directly affecting identity groups, among them those of women, peasants, ethnic-racial and LGBTs. The aim of this article is to analyze some (ultra)conservative trends in educational policies in the treatment of gender and sexuality issues without disregarding other intersectionalities. The analysis has as theoretical reference referential that interface education, gender and ethnic-racial relations. It is a qualitative approach, constituting two axes: bibliographical and documentary. The expressive advance, especially in the political sphere, of the aforementioned tendencies, works in the dismantling of rights related to gender issues in the sphere of education, articulating the ethnic-racial and sexual orientation issues, thus characterizing the setbacks that operate intersectionally.Os Desafios da Educação nas Questões de Gênero e Sexualidade em Tempos de CriseResumo: o processo de impeachment da presidenta eleita Dilma Rousseff (2011-2016/Interrompido), no Brasil, além de sua dimensão política e econômica, nacional e internacional, se caracteriza com delineamentos machistas, racistas e heteronormativos, afetando diretamente grupos identitários, entre os quais os de mulheres, campesinos, étnico-raciais e LGBTs. O objetivo deste artigo é analisar algumas implicações de tendências (ultra)conservadoras nas políticas educacionais no trato das questões de gênero e sexualidade sem desconsiderar outras interseccionalidades. A análise tem como aporte teórico referenciais que fazem a interface educação, gênero e relações étnico-raciais. É de abordagem qualitativa, constituindo-se de dois eixos: bibliográfico e documental. O avanço expressivo, em especial na esfera política, de tendências supra citadas atua no desmonte de direitos relacionados às questões de gênero na esfera da educação, articulando-se às questões étnico-raciais e de orientação sexual, caracterizando-se assim em retrocessos que operam interseccionalmente.

scholarly journals LA FORMACIÓN DE PROFESORES EN MATEMÁTICA A TRAVÉS DE 40 AÑOS DE LA REVISTA PARADIGMA

PARADIGMA ◽  
2020 ◽  
pp. 289-307
Author(s):  
Natalia Fátima Sgreccia
Keyword(s):  
Teacher Training ◽  
Research Team ◽  
Mathematics Curriculum ◽  
Initial Training ◽  
Current Line ◽  
Initial Teacher Training ◽  
Service Training ◽  
Conceptual Relationships ◽  
American Authors

Se realiza un recorrido por las publicaciones en la Revista a través de todos sus volúmenes y números, con especial atención a las relativas a la formación inicial de profesores en Matemática. A partir de la revisión efectuada, se identifican 12 artículos de interés, de autores iberoamericanos provenientes de seis países. Se reconocen dos principales asuntos centrales de tratamiento, relativos a perspectivas conceptuales relativas a la formación inicial de profesores en Matemática, con propuestas hacia planes institucionales, así como dispositivos específicos de formación inicial de profesores en Matemática, con especial énfasis en las TIC. Se comparte una síntesis del contenido de cada una de las obras ensayándose además relaciones conceptuales, a modo esquemático, entre las mismas. Finalmente, se comenta brevemente la línea de trabajo actual de la autora y su equipo de investigación en Argentina, que se encuentra en correspondencia con el tópico abordado.Palabras clave: Formación inicial. Profesorado en Matemática. Planes de estudio. Dispositivos de formación.A Formação de Professores de Matemática através de 40 anos da Revista ParadigmaResumoUma leitura pelas publicações da Revista é realizado em todos os seus volumes e números, com atenção especial às relacionadas à formação inicial de professores de Matemática. A partir da revisão realizada, foram identificados 12 artigos de interesse, por autores ibero-americanos de seis países. São reconhecidas duas questões centrais de tratamento, relativas às perspectivas conceituais relacionadas à formação inicial de professores de Matemática, com propostas de planos institucionais, bem como dispositivos específicos para a formação inicial de professores de Matemática, com ênfase especial nas TIC. Uma síntese do conteúdo de cada uma das obras é compartilhada, e as relações conceituais são esquematicamente testadas entre elas. Por fim, é discutida brevemente a atual linha de trabalho da autora e de sua equipe de pesquisa na Argentina, que corresponde ao tópico abordado.Palavras-chave: Formação inicial. Professores de Matemática. Planos de estudo. Dispositivos de formação.The Mathematic Teachers´s Education through 40 years of Revista Paradigma1AbstractA reading of the published papers in the Journal related to pre-service training of teachers of Mathematics is made through all its volumes and numbers, with special attention to those related to the initial training of teachers in Mathematics. From the review carried out, 12 articles of interest were identified, by Ibero-American authors from six countries. Two main central issues of treatment are recognized, relative to conceptual perspectives related to initial teacher training in Mathematics, with proposals for institutional plans, as well as specific devices for initial teacher training in Mathematics, with special emphasis on ICT. A synthesis of the content of each of the works is shared, and conceptual relationships are schematically tested between them. Finally, the current line of work of the author and her research team in Argentina, which is in correspondence with the topic addressed, is briefly shared.Keywords: Pre-service training. Career of Mathematics. Curriculum. Training’s devices.

scholarly journals UNESCO Strategy and Digital Policies for Teacher Training: The Deconstruction of Innovation in Spain

2022 ◽  
Vol 11 (1) ◽  
pp. 15
Author(s):  
Lourdes Belén Espejo Villar ◽  
Luján Lázaro Herrero ◽  
Gabriel Álvarez López
Keyword(s):  
Teacher Training ◽  
Secondary Teachers ◽  
Initial Training ◽  
Training Process ◽  
Digital Innovation ◽  
Public And Private ◽  
Formal Knowledge ◽  
Initial Teacher Training ◽  
Competency Frameworks ◽  
Online Distance

This paper examines initial teacher training policies in the context of youth digitalisation. Based on international ICT competency frameworks for teachers (UNESCO, 2008, 2019) and information literacy, MIL (UNESCO, 2011), we analyse how Spanish (public and private) universities represent digital innovation, and the identity practices of young people, linked to hyperconnectivity. Focusing on initial training received by future secondary teachers, the sample was selected according to the criteria of non-presential learning (online, distance, blended) applied in the teacher training process. Results confirm ongoing deficiencies in critical teacher digitalisation management, highlighting certain asymmetries between the categories constructed. Data reveals the prevalence of intervention more geared towards formal knowledge than towards decoding digital grammar (which is how digitalisation is used in education). The paper concludes by advocating convergence strategies as a circular mechanism that must underpin all teacher training policies in the age of hyperconnectivity.

scholarly journals EDUCATION AND DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES: A THEORETICAL/PRACTICAL EXPERIENCE IN INITIAL TEACHER TRAINING

2018 ◽  
Vol 11 (2) ◽  
pp. 228
Author(s):  
Ronaldo Nunes Linhares ◽  
Luiz Rafael Dos Santos Andrade
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Practical Experience ◽  
Theory And Practice ◽  
Digital Information ◽  
Initial Training ◽  
Initial Teacher Training ◽  
Information And Communication ◽  
The Relationship

This article aims to discuss the relationship between theory and practice in the initial training of teachers for the use of Digital Information and Communication Technologies (DICT), based on an experience report from a class of Education and Communication Technologies, of the course of licenciatura in pedagogy, of Tiradentes University (Unit). As procedures were qualitatively analyzed the participation of students during and after the pedagogical activities developed in this discipline, on the use of DICT in initial teacher training. The sources, the productions and the evaluations of the experience were considered through questionnaire responses. As results we find that the answers and activities contribute with the vision that the future teachers are connected in the daily by technological devices, however they face considerable challenges related to the training for the use of these technologies in teaching, in what concerns the domain of communication potentialities of mediation of DICT for teaching practices in and outside the classroom.

scholarly journals Estudos sobre formação inicial de professores em Moçambique e sua relação com as políticas de formação de professores (2012-2017)

2019 ◽  
Vol 27 ◽  
pp. 149
Author(s):  
Santa Mónica Julião Mugime ◽  
Feliciano Mapezuane Mahalambe ◽  
José Cossa ◽  
Carlinda Leite
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Inclusive Education ◽  
State Of The Art ◽  
The State ◽  
Initial Teacher Education ◽  
Educational Policies ◽  
Initial Training ◽  
Education Policies ◽  
Training Models

The article reports a study that aimed to analyze the state of the art of the research produced in Mozambique on initial teacher education (ITE) in its relationship with education policies. A mapping of studies on “initial teacher education in Mozambique” was carried out, through scientific articles and doctoral theses written by Mozambicans in the period between 2012 and 2017, and 20 articles were identified. However, seven articles were excluded because they had not been published in journals or periodicals. Regarding the theses, four were identified. For the identification of articles and theses, the keywords initial training/education, teachers, and Mozambiquewere used. The findings suggest diverse approaches to ITE, with an emphasis on criticizing the diversity of teacher training models, issues of school inclusion and inclusive education. In particular, the intentions of the discourses conveyed in educational policies were not reciprocated in Initial Training Education curricula and in the professionalization of teacher training. 

scholarly journals OS NOVOS CURRÍCULOS DOS CURSOS DE PEDAGOGIA: indicadores e tendências

2018 ◽  
Vol 25 (4) ◽  
pp. 53
Author(s):  
Luís Távora Furtado Ribeiro ◽  
Josefa Jackline Rabelo ◽  
Maria das Dores Mendes Segundo ◽  
Francisca Maurilene do Carmo
Keyword(s):  
Teacher Training ◽  
Qualitative Approach ◽  
National Association ◽  
National Council ◽  
Research Development ◽  
Interdisciplinary Curriculum ◽  
Mato Grosso ◽  
Education Professionals ◽  
New Curriculum ◽  
Curriculum Guidelines

Neste artigo realizamos uma síntese proveniente de uma pesquisa, em desenvolvimento, a respeito dos indicadores teórico-metodológicos presentes na organização dos novos currículos dos cursos de Pedagogia no contexto das diretrizes curriculares nacionais. Para tanto, com base numa revisão teórico-documental, de abordagem qualitativa, revisamos os projetos pedagógicos em cinco instituições, entre os anos de 2011-2016, a saber: Universidade Federal de Mato Grosso; Universidade Federal de Pernambuco; Universidade Federal de São João Del-Rei; Universidade Federal de Viçosa e Universidade Federal do Ceará. Avaliamos ademais as Resoluções Nº1 de 15.05.2006 e Nº2 de 1.07.2015, do Conselho Nacional de Educação, situando os documentos da Associação Nacional pela Formação dos Profissionais da Educação. Por fim, indicamos as tendências curriculares flexíveis e interdisciplinares no campo da formação docente nos cursos de pedagogia e licenciaturas.NEW CURRICULUM FOR THE PEDAGOGY´S COURSES: indicators and tendenciesAbstract In this article we do a summary from a research development about the theoretical and methodological indicators present in the organization of the new curriculum of Pedagogy in the national's context of curriculum guidelines. Therefore, based on a theoretical and documentary review of qualitative approach, we review the educational projects in five institutions between the years 2011-2016, namely: Federal University of Mato Grosso; Federal University of Pernambuco; Federal University of Sao Joao del Rei; Federal University of Viçosa and the Federal University of Ceará. In addition, we will evaluate the resolutions of 15.05.2006 1 and 2 of 07.01.2015, the National Council of Education, placing the documents of the National Association for Training of Education Professionals. we will also provide a flexible and interdisciplinary curriculum tendencies in the field of teacher training in pedagogy courses and degrees.Keywords: Pedagogy´s Courses. Curriculum. Teacher training. Indicators. LOS NUEVOS CURRÍCULOS DE LOS CURSOS DE PEDAGOGÍA: indicadores y tendenciasResumenEn ese trabajo realizamos una síntesis proveniente de una investigación, en desarrollo, acerca de los indicadores teóricos y metodológicos presentes en organización de los nuevos currículos de los cursos de Pedagogía en el contexto de las directrices curriculares nacionales. Para tanto, con base en el repaso teórico y documental, de abordaje cualitativa, revisamos los proyectos pedagógicos en cinco instituciones, entre los años de 2011-2016, a saber: Universidad Federal de Mato Grosso; Universidad Federal de Pernambuco; Universidad Federal de São João Del-Rei; Universidad Federal de Viçosa y Universidad Federal do Ceará. Evaluamos además las Resoluciones Nº 1 de 15.05.2006 y Nº 2 de 1.07.2015, del Consejo Nacional de Educación, situando los documentos de la Asociación Nacional por la Formación de los Profesionales de la Educación. Por fin, indicamos las tendencias curriculares flexibles e interdisciplinares en el campo de la formación de los profesores en los cursos de pedagogía y licenciaturas.Palabras clave: Cursos de Pedagogía. Currículos. Formación de profesores. Indicadores.

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.

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