The National Education Plan and continuing teacher training for basic education: analysis and monitoring about Goal 16

Detalhes bibliográficos
Autor(a) principal: Brandt, Andressa Graziele
Data de Publicação: 2019
Outros Autores: Werner, Bruna, Silva, Filomena Lucia Gossler Rodrigues da
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação e Políticas em Debate
Texto Completo: https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/50655
Resumo: The objective of the text was to present an analysis of Goal 16 of PNE-2014/2024, about the continuous formation of teachers for Basic Education. The following question was asked: What actions are needed to materialize Goal 16 strategies? The methodological path, qualitative, bibliographic and documentary, was based on the approach of the authors of the field. Among the results, it was found that for indicator 16A, the percentage of teachers with postgraduate education increased from 2010 to 2017, from 24.5% to 36.2%. Regarding Indicator 16B, which refers to the proportion of teachers who took continuing education courses, from 2012 to 2017, the same shows a growth, from 29.4% to 35.1%.
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spelling The National Education Plan and continuing teacher training for basic education: analysis and monitoring about Goal 16Plan national d'éducation et formation continue des enseignants pour l'éducation de base: analyse et suivi de l'Objectif 16O Plano Nacional de Educação e a formação continuada de professores(as) para a educação básica: análise e monitoramento acerca da Meta 16Plano Nacional de EducaçãoLei nº 13.005/2014Meta 16 do PNEFormação de professoresNational Education PlanLaw No. 13.005 / 2014PNE target 16Teacher trainingPlan national d'éducationLoi n ° 13.005 / 2014Cible PNE 16Teacher trainingThe objective of the text was to present an analysis of Goal 16 of PNE-2014/2024, about the continuous formation of teachers for Basic Education. The following question was asked: What actions are needed to materialize Goal 16 strategies? The methodological path, qualitative, bibliographic and documentary, was based on the approach of the authors of the field. Among the results, it was found that for indicator 16A, the percentage of teachers with postgraduate education increased from 2010 to 2017, from 24.5% to 36.2%. Regarding Indicator 16B, which refers to the proportion of teachers who took continuing education courses, from 2012 to 2017, the same shows a growth, from 29.4% to 35.1%.L'objectif du texte était de présenter une analyse de l'objectif 16 de PNE-2014/2024, relatif à la formation continue des enseignants pour l'éducation de base. La question suivante a été posée: Quelles actions sont nécessaires pour concrétiser les stratégies de l'objectif 16? Le parcours méthodologique, qualitatif, bibliographique et documentaire, était basé sur la démarche des auteurs du domaine. Parmi les résultats, il a été constaté que pour l'indicateur 16A, le pourcentage d'enseignants titulaires d'un diplôme de troisième cycle avait augmenté de 2010 à 2017, passant de 24,5% à 36,2%. En ce qui concerne l'indicateur 16B, qui fait référence à la proportion d'enseignants ayant suivi des cours de formation continue, de 2012 à 2017, il en va de même pour une croissance de 29,4% à 35,1%.No texto objetivou-se apresentar uma análise da Meta 16 do PNE-2014/2024, acerca da formação continuada de professores(as) para a Educação Básica. Partiu-se do seguinte questionamento: Quais ações são necessárias para a materialização das estratégias da Meta 16? O percurso metodológico, de caráter qualitativo, bibliográfico e documental, baseou-se na aproximação dos autores do campo.  Entre os resultados identificou-se que acerca do indicador 16A, o percentual de professores(as) com formação em nível de pós-graduação aumentou de 2010 a 2017, passando de 24,5% para 36,2%. Em relação Indicador 16B, que diz respeito à proporção de professores que realizaram cursos de formação continuada, no período de 2012 a 2017, o mesmo demonstra houve um crescimento, passando de 29,4% para 35,1%.Universidade Federal de Uberlândia2019-12-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/5065510.14393/REPOD-v8n2a2019-50655Revista Educação e Políticas em Debate; Vol. 8 No. 2 (2019); 221-232Revista Educação e Políticas em Debate; Vol. 8 Núm. 2 (2019); 221-232Revista Educação e Políticas em Debate; Vol. 8 No. 2 (2019); 221-232Revista Educação e Políticas em Debate; v. 8 n. 2 (2019); 221-2322238-8346reponame:Revista Educação e Políticas em Debateinstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/50655/27561Copyright (c) 2019 Revista Educação e Políticas em Debateinfo:eu-repo/semantics/openAccessBrandt, Andressa GrazieleWerner, BrunaSilva, Filomena Lucia Gossler Rodrigues da 2022-07-21T14:11:22Zoai:ojs.www.seer.ufu.br:article/50655Revistahttps://seer.ufu.br/index.php/revistaeducaopoliticasPUBhttps://seer.ufu.br/index.php/revistaeducaopoliticas/oairevistaedupoliticas@faced.ufu.br||mvs@ufu.br|| mvieirufu@gmail.com10.143932238-83462238-8346opendoar:2022-07-21T14:11:22Revista Educação e Políticas em Debate - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv The National Education Plan and continuing teacher training for basic education: analysis and monitoring about Goal 16
Plan national d'éducation et formation continue des enseignants pour l'éducation de base: analyse et suivi de l'Objectif 16
O Plano Nacional de Educação e a formação continuada de professores(as) para a educação básica: análise e monitoramento acerca da Meta 16
title The National Education Plan and continuing teacher training for basic education: analysis and monitoring about Goal 16
spellingShingle The National Education Plan and continuing teacher training for basic education: analysis and monitoring about Goal 16
Brandt, Andressa Graziele
Plano Nacional de Educação
Lei nº 13.005/2014
Meta 16 do PNE
Formação de professores
National Education Plan
Law No. 13.005 / 2014
PNE target 16
Teacher training
Plan national d'éducation
Loi n ° 13.005 / 2014
Cible PNE 16
Teacher training
title_short The National Education Plan and continuing teacher training for basic education: analysis and monitoring about Goal 16
title_full The National Education Plan and continuing teacher training for basic education: analysis and monitoring about Goal 16
title_fullStr The National Education Plan and continuing teacher training for basic education: analysis and monitoring about Goal 16
title_full_unstemmed The National Education Plan and continuing teacher training for basic education: analysis and monitoring about Goal 16
title_sort The National Education Plan and continuing teacher training for basic education: analysis and monitoring about Goal 16
author Brandt, Andressa Graziele
author_facet Brandt, Andressa Graziele
Werner, Bruna
Silva, Filomena Lucia Gossler Rodrigues da
author_role author
author2 Werner, Bruna
Silva, Filomena Lucia Gossler Rodrigues da
author2_role author
author
dc.contributor.author.fl_str_mv Brandt, Andressa Graziele
Werner, Bruna
Silva, Filomena Lucia Gossler Rodrigues da
dc.subject.por.fl_str_mv Plano Nacional de Educação
Lei nº 13.005/2014
Meta 16 do PNE
Formação de professores
National Education Plan
Law No. 13.005 / 2014
PNE target 16
Teacher training
Plan national d'éducation
Loi n ° 13.005 / 2014
Cible PNE 16
Teacher training
topic Plano Nacional de Educação
Lei nº 13.005/2014
Meta 16 do PNE
Formação de professores
National Education Plan
Law No. 13.005 / 2014
PNE target 16
Teacher training
Plan national d'éducation
Loi n ° 13.005 / 2014
Cible PNE 16
Teacher training
description The objective of the text was to present an analysis of Goal 16 of PNE-2014/2024, about the continuous formation of teachers for Basic Education. The following question was asked: What actions are needed to materialize Goal 16 strategies? The methodological path, qualitative, bibliographic and documentary, was based on the approach of the authors of the field. Among the results, it was found that for indicator 16A, the percentage of teachers with postgraduate education increased from 2010 to 2017, from 24.5% to 36.2%. Regarding Indicator 16B, which refers to the proportion of teachers who took continuing education courses, from 2012 to 2017, the same shows a growth, from 29.4% to 35.1%.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-12
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/50655
10.14393/REPOD-v8n2a2019-50655
url https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/50655
identifier_str_mv 10.14393/REPOD-v8n2a2019-50655
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/50655/27561
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Educação e Políticas em Debate
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Revista Educação e Políticas em Debate
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Revista Educação e Políticas em Debate; Vol. 8 No. 2 (2019); 221-232
Revista Educação e Políticas em Debate; Vol. 8 Núm. 2 (2019); 221-232
Revista Educação e Políticas em Debate; Vol. 8 No. 2 (2019); 221-232
Revista Educação e Políticas em Debate; v. 8 n. 2 (2019); 221-232
2238-8346
reponame:Revista Educação e Políticas em Debate
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Revista Educação e Políticas em Debate
collection Revista Educação e Políticas em Debate
repository.name.fl_str_mv Revista Educação e Políticas em Debate - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv revistaedupoliticas@faced.ufu.br||mvs@ufu.br|| mvieirufu@gmail.com
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