Teacher training in focus: Brief historical overview, access and permanence
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/18405 |
Resumo: | It seems a cliché to talk about teacher training, more precisely about teacher education policies. For years, the degree course has been under different approaches, transmuting among different objectives, practices, curricula and professional profiles, according to current ideas that correspond to the transitory needs of governments. Currently, some advances have taken place in terms of rethinking degrees from the perspective of access and permanence, but there are still many gaps to be unraveled. Thus, from a bibliographical survey, this study aimed to discuss issues about teaching through a brief overview on its existence, some necessary differences between the degree and the baccalaureate, seeking to consolidate an identity as being endowed with the same rigors as other courses of graduation. And, finally, to point out some policies to strengthen demand, entry and permanence in the area of education in a purposefully superficial perspective in order to provoke debate in broader dimensions in the future. It could be verified then that, despite a very superficial genesis and the cooling of discourses of valuing teaching throughout history, teacher training has always gone through a fine line between emancipatory and mechanistic conceptions, but it continues to resist in the affirmation of its identity is marked by the indispensability of being at the center of debates at the micro and macro levels. |
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Teacher training in focus: Brief historical overview, access and permanenceLa formación del profesorado en evidencia: Breve síntesis histórica, acceso y permanenciaFormação de professores em foco: Breve panorâmica histórica, acesso e permanênciaLicenciaturasPolíticasAcesso e permanência.LicenciaturasPolíticasAcceso y permanência.DegreesPoliciesAccess and permanence.It seems a cliché to talk about teacher training, more precisely about teacher education policies. For years, the degree course has been under different approaches, transmuting among different objectives, practices, curricula and professional profiles, according to current ideas that correspond to the transitory needs of governments. Currently, some advances have taken place in terms of rethinking degrees from the perspective of access and permanence, but there are still many gaps to be unraveled. Thus, from a bibliographical survey, this study aimed to discuss issues about teaching through a brief overview on its existence, some necessary differences between the degree and the baccalaureate, seeking to consolidate an identity as being endowed with the same rigors as other courses of graduation. And, finally, to point out some policies to strengthen demand, entry and permanence in the area of education in a purposefully superficial perspective in order to provoke debate in broader dimensions in the future. It could be verified then that, despite a very superficial genesis and the cooling of discourses of valuing teaching throughout history, teacher training has always gone through a fine line between emancipatory and mechanistic conceptions, but it continues to resist in the affirmation of its identity is marked by the indispensability of being at the center of debates at the micro and macro levels.Parece cliché hablar de formación del profesorado, más concretamente de políticas de formación del profesorado. Desde hace años los cursos de graduación se encuentran bajo diversos enfoques, transmutándose entre diferentes objetivos, prácticas, currículos y perfiles profesionales, en el gusto de las ideas actuales que corresponden a las necesidades transitorias de los gobiernos. Hoy en día, se han producido algunos avances en cuanto al replanteamiento de las titulaciones desde una perspectiva de acceso y permanencia, pero aún quedan muchas brechas por deshacer. Así, a partir de un estudio bibliográfico, este estudio tuvo como objetivo discutir cuestiones sobre la enseñanza a través de una breve visión general de su existencia, algunas diferenciaciones necesarias entre la licenciatura y el bachillerato, buscando consolidar una identidad como avalada con los mismos rigores que los otros cursos de graduación. Y, por último, señalar algunas políticas de fortalecimiento de la demanda, la entrada y la permanencia en el ámbito de la educación en una perspectiva deliberadamente superficial para provocar el debate en dimensiones más amplias en el futuro. Se observó entonces que, a pesar de una génesis más bien superficial y del enfriamiento de los discursos de valorización de la enseñanza a lo largo de la historia, la formación docente siempre ha cruzado una delgada línea entre las concepciones emancipatorias y mecanicistas, pero sigue resistiendo la afirmación de su identidad y marcada por la imprescindibilidad de estar en el centro de los debates a nivel micro y macro.Parece clichê falar sobre formação de professores, mais precisamente sobre as políticas de formação docente. Durante anos o curso de licenciatura esteve sob vários enfoques, transmutando entre objetivos, práticas, currículos e perfis profissionais diferentes, ao sabor de ideários vigentes que correspondessem às necessidades transitórias de governos. Hodiernamente, alguns avanços aconteceram em termos do repensar das licenciaturas sob uma ótica do acesso e permanência, mas ainda há muitas lacunas a serem deslindadas. Assim, a partir de um levantamento bibliográfico, este estudo objetivou discutir questões acerca da docência através de uma breve panorâmica sobre sua existência, algumas diferenciações necessárias entre a licenciatura e o bacharelado procurando consolidar uma identidade como sendo dotada dos mesmos rigores que os outros cursos de graduação. E, por fim, apontar algumas políticas de fortalecimento da procura, entrada e permanência na área de educação numa perspectiva propositadamente superficial, a fim de provocar o debate em dimensões mais amplas futuramente. Pôde-se constatar então que, apesar de uma gênese bastante superficial e o arrefecimento de discursos de valorização da docência ao longo da história, a formação de professores sempre passou por uma linha tênue entre concepções emancipatórias e mecanicistas, mas, segue resistindo na afirmação de sua identidade e marcada pela imprescindibilidade de estar no centro dos debates em nível micro e macro.Research, Society and Development2021-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1840510.33448/rsd-v10i9.18405Research, Society and Development; Vol. 10 No. 9; e55010918405Research, Society and Development; Vol. 10 Núm. 9; e55010918405Research, Society and Development; v. 10 n. 9; e550109184052525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/18405/16411Copyright (c) 2021 Gerson Avelino Fernandes Pereira; Gilmara Gonçalves Santoshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess Pereira, Gerson Avelino FernandesSantos, Gilmara Gonçalves2021-09-12T14:28:06Zoai:ojs.pkp.sfu.ca:article/18405Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:38:33.346967Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Teacher training in focus: Brief historical overview, access and permanence La formación del profesorado en evidencia: Breve síntesis histórica, acceso y permanencia Formação de professores em foco: Breve panorâmica histórica, acesso e permanência |
title |
Teacher training in focus: Brief historical overview, access and permanence |
spellingShingle |
Teacher training in focus: Brief historical overview, access and permanence Pereira, Gerson Avelino Fernandes Licenciaturas Políticas Acesso e permanência. Licenciaturas Políticas Acceso y permanência. Degrees Policies Access and permanence. |
title_short |
Teacher training in focus: Brief historical overview, access and permanence |
title_full |
Teacher training in focus: Brief historical overview, access and permanence |
title_fullStr |
Teacher training in focus: Brief historical overview, access and permanence |
title_full_unstemmed |
Teacher training in focus: Brief historical overview, access and permanence |
title_sort |
Teacher training in focus: Brief historical overview, access and permanence |
author |
Pereira, Gerson Avelino Fernandes |
author_facet |
Pereira, Gerson Avelino Fernandes Santos, Gilmara Gonçalves |
author_role |
author |
author2 |
Santos, Gilmara Gonçalves |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Pereira, Gerson Avelino Fernandes Santos, Gilmara Gonçalves |
dc.subject.por.fl_str_mv |
Licenciaturas Políticas Acesso e permanência. Licenciaturas Políticas Acceso y permanência. Degrees Policies Access and permanence. |
topic |
Licenciaturas Políticas Acesso e permanência. Licenciaturas Políticas Acceso y permanência. Degrees Policies Access and permanence. |
description |
It seems a cliché to talk about teacher training, more precisely about teacher education policies. For years, the degree course has been under different approaches, transmuting among different objectives, practices, curricula and professional profiles, according to current ideas that correspond to the transitory needs of governments. Currently, some advances have taken place in terms of rethinking degrees from the perspective of access and permanence, but there are still many gaps to be unraveled. Thus, from a bibliographical survey, this study aimed to discuss issues about teaching through a brief overview on its existence, some necessary differences between the degree and the baccalaureate, seeking to consolidate an identity as being endowed with the same rigors as other courses of graduation. And, finally, to point out some policies to strengthen demand, entry and permanence in the area of education in a purposefully superficial perspective in order to provoke debate in broader dimensions in the future. It could be verified then that, despite a very superficial genesis and the cooling of discourses of valuing teaching throughout history, teacher training has always gone through a fine line between emancipatory and mechanistic conceptions, but it continues to resist in the affirmation of its identity is marked by the indispensability of being at the center of debates at the micro and macro levels. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-08-01 |
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://rsdjournal.org/index.php/rsd/article/view/18405 10.33448/rsd-v10i9.18405 |
url |
https://rsdjournal.org/index.php/rsd/article/view/18405 |
identifier_str_mv |
10.33448/rsd-v10i9.18405 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/18405/16411 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Gerson Avelino Fernandes Pereira; Gilmara Gonçalves Santos https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Gerson Avelino Fernandes Pereira; Gilmara Gonçalves Santos https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 10 No. 9; e55010918405 Research, Society and Development; Vol. 10 Núm. 9; e55010918405 Research, Society and Development; v. 10 n. 9; e55010918405 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052808016429056 |