Guidelines for training teachers policy for elementary education in Brazil (2007 – 2014)

This article aims to explain, critically, guidelines of the teacher training policy for Brazilian elementary education, in the period 2007-2014, indicating its approximations from the guidelines presented by multilateral organizations and the Brazilian federal government. In this direction, it takes...

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Autor principal: Mendonça Rodrigues, Melânia
Formato: Online
Idioma:por
Publicado em: Portal de Periódicos Eletrônicos da UFRN
Endereço do item:https://periodicos.ufrn.br/educacaoemquestao/article/view/14405
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id oai:periodicos.ufrn.br:article-14405
record_format ojs
institution Periódicos UFRN
collection Portal de Pediódicos Eletrônicos da UFRN
language por
format Online
author Mendonça Rodrigues, Melânia
spellingShingle Mendonça Rodrigues, Melânia
Guidelines for training teachers policy for elementary education in Brazil (2007 – 2014)
author_facet Mendonça Rodrigues, Melânia
author_sort Mendonça Rodrigues, Melânia
title Guidelines for training teachers policy for elementary education in Brazil (2007 – 2014)
title_short Guidelines for training teachers policy for elementary education in Brazil (2007 – 2014)
title_full Guidelines for training teachers policy for elementary education in Brazil (2007 – 2014)
title_fullStr Guidelines for training teachers policy for elementary education in Brazil (2007 – 2014)
title_full_unstemmed Guidelines for training teachers policy for elementary education in Brazil (2007 – 2014)
title_sort guidelines for training teachers policy for elementary education in brazil (2007 – 2014)
description This article aims to explain, critically, guidelines of the teacher training policy for Brazilian elementary education, in the period 2007-2014, indicating its approximations from the guidelines presented by multilateral organizations and the Brazilian federal government. In this direction, it takes, as source and subject of analysis, documents of the Organization for Economic Cooperation and Development (OECD), the World Bank and the Brazilian Institute of Applied Economics Research (originally IPEA), respectively. Linked to the literature on the policy of teacher education in elementary education in the first decade of the 21st century, the analysis of these guidelines confirms the convergence of the IPEA formulations and those by the OECD and World Bank, regarding the weakening of initial teacher education, as well as points to the risk that the university education will be replaced by alternative certificates or national exams to join the magisterium, allowing to attract professionals from other areas to practice as teachers.
publisher Portal de Periódicos Eletrônicos da UFRN
publishDate 2018
url https://periodicos.ufrn.br/educacaoemquestao/article/view/14405
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AT mendoncarodriguesmelania norteamentosdapoliticadeformacaodosprofessoresdaeducacaobasicanobrasil20072014
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spelling oai:periodicos.ufrn.br:article-144052019-06-27T16:53:29Z Guidelines for training teachers policy for elementary education in Brazil (2007 – 2014) Direccionamientos de la política de formación de los profesores de la educación básica en Brasil (2007- 2014) Norteamentos da política de formação dos professores da educação básica no Brasil (2007-2014) Mendonça Rodrigues, Melânia Política educacional Formação de professores Certificação de professores Educação Básica Educational policy Teacher training Teachers certification Elementary education Política educacional Formación de profesores Certificación de profesores Educación Básica This article aims to explain, critically, guidelines of the teacher training policy for Brazilian elementary education, in the period 2007-2014, indicating its approximations from the guidelines presented by multilateral organizations and the Brazilian federal government. In this direction, it takes, as source and subject of analysis, documents of the Organization for Economic Cooperation and Development (OECD), the World Bank and the Brazilian Institute of Applied Economics Research (originally IPEA), respectively. Linked to the literature on the policy of teacher education in elementary education in the first decade of the 21st century, the analysis of these guidelines confirms the convergence of the IPEA formulations and those by the OECD and World Bank, regarding the weakening of initial teacher education, as well as points to the risk that the university education will be replaced by alternative certificates or national exams to join the magisterium, allowing to attract professionals from other areas to practice as teachers. El artículo objetiva explicitar, críticamente, direccionamientos de la política de la formación de profesores para la educación básica brasileña, en el período 2007-2014, apuntando aproximaciones de las indicaciones de organismos multilaterales al gobierno federal brasileño. En esa dirección, toma como fuente e objeto de análisis documentos de la Organización para la Cooperación y el Desarrollo Económico (OCDE), del Banco Mundial (BM) y del Instituto de Pesquisa Económica Aplicada (IPEA), respectivamente. Articulada a la literatura sobre la política de formación de profesores de la educación básica en la primera década del siglo XXI, el análisis de las referidas orientaciones constata convergencias de las formulaciones del IPEA con  la OCDE y BM, en lo que concierne a la fragilización de la formación inicial del profesor, así como apunta para el riesgo de que la formación universitaria sea sustituida por certificaciones alternativas, o por exámenes nacionales de ingreso en el magisterio, permitiendo atraer profesionales de otras áreas para o ejercicio profesional como profesores. O artigo objetiva explicitar, criticamente, norteamentos da política de formação dos professores para a educação básica brasileira, no período 2007-2014, apontando aproximações das indicações de organismos multilaterais e do governo federal brasileiro. Nessa direção, toma, como fonte e objeto de análise, documentos da Organização para a Cooperação e Desenvolvimento Econômico (OCDE), do Banco Mundial (BM) e do Instituto de Pesquisa Econômica Aplicada (IPEA), respectivamente. Articulada à literatura referente à política de formação de professores da educação básica na primeira década do século XXI, a análise das referidas orientações constata convergências das formulações do IPEA às da OCDE e BM, no que concerne à fragilização da formação inicial do docente, bem como aponta para o risco de a formação universitária ser substituída por certificações alternativas, ou por provas nacionais de ingresso no magistério, permitindo atrair profissionais de outras áreas para o exercício profissional como professores. Portal de Periódicos Eletrônicos da UFRN 2018-10-17 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://periodicos.ufrn.br/educacaoemquestao/article/view/14405 Revista Educação em Questão; v. 56 n. 49 (2018): jul./set. 2018 1981-1802 0102-7735 10.21680/1981-1802.2018v56n49 por https://periodicos.ufrn.br/educacaoemquestao/article/view/14405/10710

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