Ensino na Educação Básica

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http://repositorio.ufes.br/handle/10/17608
Programa de Pós-Graduação em Ensino na Educação Básica

Centro: CEUNES
Telefone: (27) 3312 1575
URL do programa: http://www.ensinonaeducacaobasica.ufes.br/apresenta%C3%A7%C3%A3o-0

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Navegando Ensino na Educação Básica por Assunto "1988 Constitution"

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    Considerações acerca das políticas públicas de formação docente no Brasil e no Espírito Santo em perspectiva histórica
    (Universidade Federal do Espírito Santo, 2017-07-27) Oliveira, Andressa Paula de; Oliveira, Ueber José de; Sanchez, Damián Sánchez; Salim, Maria Alayde Alcantara
    This research discusses teacher training and education policies verifyed in Brazil and in Espírito Santo state in the context of brazilian federalism, specially after the 1988 Constitution. It was attempted to confront some of the aspects which stress the federative process and the teacher training policies on a regional scope, such as public administration, educational reforms and the regulatory State. It starts from the hypothesis that a new model for regulation of educational policies emerged from the state reform cycle of the 1990 decade, which emphacized the submission of the educational and teacher education policies to international organisms, with respect to which the federal government itself assumed, in a broader sense, the same submissive posture. It takes as theoretical reference the concepts of federalism and regulation. Are shown, based on recent research and documental research, some tendencies which perdure with time: the devaluation of the teaching work, the discontinuities of the teacher education and training policies – both initial education and continued training, highlighting some of the difficulties faced by teachers. In the development of this work it is discussed in which sense the terms teacher training/education, education policy, teaching work, and teacher valuation relate themselves nowadays with the professionalization articulated to a determinate conception of competence, based on immediate experience, on the know-how, and as such process favours the strenghtening of a teacher training conception that subordinates the need for comprehension of the theoretical and epistemological foundations, which structure the teaching work. It states that the diffusion of a pragmatic comprehension of teacher training/education collaborates to constitute a disintellectualized teacher, contributing towards the concern that the appropriation and socialization of scientific and elaborated knowledge is progressively lessening in the schools.