Trends in training teachers of basic education of counties: a critical approach
DOI:
https://doi.org/10.18675/1981-8106.vol25.n49.p209-224Keywords:
Teacher development in-service, Articulated Action Plan, Educational Policy.Abstract
The purpose of this article is to contribute to the debate on the initial formation of primary school teachers through an analysis of the actions taken by the Ministry of Education (MEC) from 2007: the Articulated Actions Plan. From the terms of technical cooperation signed for partnership between the MEC and the counties considered priorities for the period 2007-2011, a survey was made of the demands of continuing education presented by elementary school teachers. Such demands were analyzed based on studies of Antonio Nóvoa about the formation of teachers, namely: aspects related the understanding of education as a field of knowledge; knowledge of work methods and mastery of school subjects. Due to the demands identified in the survey data, we added the dimensions of knowledge management and organization of school work. By analyzing the data, it became clear which direction MEC has given to teaching formation, as well as identify the gap between the curricula of Pedagogy and formation needs for the practice of teaching.
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