Formação de Professores no Brasil, um breve histórico:  cenários de confronto, silêncio e autoria / Teacher Education in Brazil, a brief history: scenarios of confrontation, silence and authorship

Globalization brought about many changes to the current society's life and mindset and thus, some new challenges to linguistic education, more specifically, foreign language education, have emerged as a consequence of these changes. This paper aims at reflecting upon some impacts of globalization on pre-service English as Foreign Language (hereafter EFL) teacher education in Brazil. Based on the literature review, the paper addresses the changes in the concepts of language, culture and identity related to cultural hybridity and the impact of new information and communications technology on the use, teaching and learning of foreign languages. It concludes that curricula for EFL teacher education programs in Brazil should be reviewed in order to focus more on glocal knowledge and digital literacy for a 21st century aligned education.

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O Contexto Da Formação De Professores De Letras No Brasil: Políticas Publicas, Experiências E Metodologias

Global Journal of Human-Social Science ◽

10.34257/gjhssgvol20is10pg1 ◽

2020 ◽

pp. 1-19

Author(s):

Cristiane Dall ◽

Cortivo Lebler ◽

Karen Andresa Santorum

Keyword(s):

Teacher Education ◽

Present Article ◽

Analytical Study ◽

Methodological Approach ◽

Theory And Practice ◽

The Past ◽

Present Context ◽

Current Context ◽

Reading To Learn ◽

Education In Brazil

The present article has as its goals to discuss the current context of teachers in pre-service in Brazil, especially in the area of Modern Languages, and to present two possibilities that potentialize the articulation between theory and practice, namely, the Institutional Program of Teaching Initiation (PIBID) and the Reading to Learn Program. For such, it will start with a theoretical-analytical study on the past and present context of teacher education, especially regarding to public policies related to the theme. Also it will present results of two projects promoted by Pibid. In addition, it will bring a suggestion for a methodological approach aimed at training teachers with the Reading to learn Program. The research`s results point to a change in the scenario of teacher education in Brazil, both in relation to the profile of undergraduate courses and students, as well as in relation to the structuring of teaching degrees, defined by official documents.

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Special Education in Brazil: from exclusion to inclusion

ETD - Educação Temática Digital ◽

10.20396/etd.v1i3.548 ◽

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.

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FORMAÇÃO DOCENTE PARA A EDUCAÇÃO PROFISSIONAL: limites e possibilidades de institucionalização

Cadernos de Pesquisa ◽

10.18764/2178-2229.v26n4p200-216 ◽

2019 ◽

Vol 26 (4) ◽

pp. 200

Author(s):

Lucília Regina de Souza Machado

Keyword(s):

Teacher Education ◽

Professional Education ◽

Early Years ◽

Pedagogical Practice ◽

Teacher Formation ◽

Fundamental Values ◽

Education In Brazil ◽

Formación Docente

Constitui-se como objetivo deste artigo analisar os limites e possibilidades do processo de institucionalização da formação docente para a educação profissional no Brasil. Suas justificativas decorrem da necessidade de discutir e compreender questões que mostram o caráter ainda insipiente desse processo. Foram, inicialmente, apresentados o conceito de institucionalização, seus usos, dimensões e perspectivas de análise dos processos aos quais se reporta. A labiríntica e inacabada institucionalização da docência nos anos iniciais da escolarização básica no Brasil foi recuperada para evidenciar a complexidade desse processo. Para analisá-lo com respeito à formação docente para a educação profissional, seus limites e possibilidades, buscou-se interagir com quatro perspectivas de análise: a teórica, a formal, a prática e a substantiva. Essa última vista como amálgama das outras por trazer os valores fundamentais da prática pedagógica comprometida com a emancipação social.Palavras-chave: Formação de professores. Educação profissional. Institucionalização. TEACHER FORMATION FOR PROFESSIONAL EDUCATION: limits and possibilities of institutionalizationAbstractThe objective of this paper is to analyze the limits and possibilities of the process of institutionalization of teacher education for professional education in Brazil. Their justifications derive from the need to discuss and understand issues that show the still incipient character of this process. Initially, the concept of institutionalization, its uses, dimensions and perspectives of analysis of the processes to which it refers were presented. The labyrinthine and unfinished institutionalization of teaching in the early years of basic schooling in Brazil was recovered to highlight the complexity of this process. To analyze it with respect to teacher education for professional education, its limits and possibilities, we sought to interact with four perspectives of analysis: the theoretical, the formal, the practical and the substantive. This last view as amalgam of others for bringing the fundamental values of pedagogical practice committed to social emancipation.Keywords: Teacher formation. Professional education. Institutionalization.FORMACIÓN DE PROFESORES PARA EDUCACIÓN PROFESIONAL: límites y posibilidades de institucionalizaciónResumenEl objetivo de este trabajo es analizar los límites y las posibilidades del proceso de institucionalización de la formación docente para la educación profesional en Brasil. Sus justificaciones derivan de la necesidad de discutir y comprender los problemas que muestran el carácter aún incipiente de este proceso. Inicialmente, se presentó el concepto de institucionalización, sus usos, dimensiones y perspectivas de análisis de los procesos a los que se refiere. La institucionalización laberíntica e inacabada de la enseñanza en los primeros años de la educación básica en Brasil se recuperó para resaltar la complejidad de este proceso. Para analizarlo con respecto a la formación del profesorado para la educación profesional, sus límites y posibilidades, buscamos interactuar con cuatro perspectivas de análisis: el teórico, el formal, el práctico y el sustantivo. Esta última visión como amalgama de otros para traer los valores fundamentales de la práctica pedagógica comprometida con la emancipación social.Palabras clave: Formación de profesores. Educación profesional. Institucionalización.

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