Formação de professores no Brasil no período 2011 a 2021: avanços, embates e perspectivas
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Data
2022-04-01
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Universidade Federal de Goiás
Resumo
This paper aims to understand the teacher’s training in Brazil from the period of 2011 to
2021, bringing a theoretical contribution, even if briefly, about the impacts and
challenges of teacher’s training, to understand the changes in educational policies that
impact training in the current context. Implementing the BNCC and Resolution CNE/CP
n. 02/2019, which revokes Resolution CNE/CP n. 02/2015, brings significant changes
to teacher education. In comprehension of this process, stand out Luiz Carlos de
Freitas (2018) analyses especially in his book The Business Reform of Education and
in his blog Educational Evaluation. The contributions of Professor Helena Costa Lopes
de Freitas' blog entitled Formação de Professores (Teacher' s Training) are also
highlighted. Besides these, among the authors who support this study, stand out:
Gonçalves (2021), Freitas (2021), Silva (2021), Lino (2021), Dourado (2021), Melo
(2021), and Freitas (2021). I also highlight the contributions of institutions and entities
such as Anfope, which promotes several relevant events and discussions on behalf of
education and teacher’s training. This work is a qualitative bibliographical research that
was based on legislation, notably, the Federal Constitution, the Law of Directives and
Bases of National Education - LDB (Law No. 9.394/1996), Law No. 12.796/2013, which
amends the LDB, the National Education Plan - PNE (Law No. 13.005/2014), the
various National Curriculum Guidelines and, finally, the Common National Curriculum
Base - BNCC, 2017. I highlight, specifically in this work, the theme of teacher’s training,
according to Resolutions CNE/CP n. 02/2015 and CNE/CP n. 02/2019, which are
currently different but created with the same goal. This end-of-course work consists of
showing how important teachers are for human formation, and how necessary is the
valorization and social respect for this profession. It highlights the political influences in
the educational field, the interference of the big businessmen in Brazilian education,
and the influence of neoliberalism, emphasizing the importance of the collective
struggle for the democratization of education, as can be seen in the efforts of the
entities that seek to strengthen the category, such as Anfope, Anped, Anpae, and
Forumdir. The notability of teachers' initial and continuing education is highly important
and central to this work, seeking to problematize themes, such as the fight for the right
to education and the national salary floor for teachers and other benefits. I also
highlight as central themes and issues in this work the examination of the growth of
EaD teacher training courses in Brazil; the fragmentation of the curricula and the lack of
investments in education, as well as the precariousness of the teaching work with the
exploitation of labor; the lack of competitive examinations and specific professionals for
each area, which positively impact the quality of teaching in public schools; the
devaluation of the profession; the conception of education, treated as merchandise; the
resumption of technicism; the working conditions in public schools; the valorization of
the private over the public; the implementation of the BNC teacher’s training linked to
the BNCC.
Descrição
Palavras-chave
Formação de professores, Valorização docente, Políticas e reforma da educação, Teacher's training, Teacher's valorization, Reform of education and its policies
Citação
Silva, Sandra Soares da. “Formação de professores no Brasil no período 2011 a 2021: avanços, embates e perspectivas”. 2022. 57 f. Trabalho de Conclusão de Curso (Graduação) – Faculdade de Educação, Universidade Federal de Goiás, Goiânia, 2022.