Discourse changes in brazilian teacher education

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dc.creatorCosta, Alexandre Ferreira da
dc.creatorMagalhães, Maria Izabel Santos
dc.date.accessioned2021-03-03T15:40:28Z
dc.date.available2021-03-03T15:40:28Z
dc.date.issued2015
dc.description.abstractOver the last two decades, Brazil has promoted almost one hundred percent access of the population in school age to mainstream schools. At the first stage, the epistemological basis of this change was the relation among the subjects across the curriculum. However, it was imposed through top-down processes of continuing teacher education, disconnected of the real conditions of schools, which resulted in demotivating teachers. In fact, it was a process of transcontextual techniques used as strategies in a variety of contexts, characterized mainly by disembedding practices. It was associated with salary devaluation of basic education teachers, and cut down the impact of this new curriculum; it also caused teachers to be confused and hopeless. But nowadays the adoption of the full-day in school model has allowed for changes in school activities. The need to stay at school during the whole day not only developed teachers´ awareness about their real working conditions, but also caused education policies to adapt to local practices. We carried out observation of this process in 10 schools of the state of Goiás, in the Midwest region of Brazil. In addition to the change that we have mentioned, we can note that these schools are observed by an educational institute of the third sector in teacher education. Our research can be characterized as ethnographic, with field notes of our class observation, long interviews with teachers, and archive data; it is also collaborative. Our analysis indicates that teachers are exhausted by their daily work demands. However, they have become aware of the ways in which they have gained control over their practices.pt_BR
dc.identifier.citationCOSTA, Alexandre; MAGALHÃES, I. Discourse changes in brazilian teacher education. American Journal of Educational Research, Newark , v. 3, n. 4, p. 467-475, 2015.pt_BR
dc.identifier.doi10.12691/education-3-4-13
dc.identifier.issn2327-6126
dc.identifier.issne-  2327-6150
dc.identifier.urihttp://repositorio.bc.ufg.br/handle/ri/19396
dc.language.isoengpt_BR
dc.publisher.countryEstados unidospt_BR
dc.publisher.departmentFaculdade de Letras - FL (RG)pt_BR
dc.rightsAcesso Abertopt_BR
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectSchool workpt_BR
dc.subjectCritical discourse analysispt_BR
dc.subjectTeacher educationpt_BR
dc.subjectCurriculum reformpt_BR
dc.subjectInterdisciplinaritypt_BR
dc.titleDiscourse changes in brazilian teacher educationpt_BR
dc.typeArtigopt_BR

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