The Training and Role of Science Teachers in the Curricular Framework: The Position of Official Documents

• Autor(a) principal: Azevedo, Maria Nizete de
• Data de Publicação: 2016
• Outros Autores: Testoni, Leonardo André
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Cadernos Cenpec (Online)
• Texto Completo: https://cadernos.cenpec.org.br/cadernos/index.php/cadernos/article/view/339
• topic: Teacher education, formative models, teaching role, curriculum guidelines.; Formação de professores. Modelos formativos. Papel docente. Orientações curriculares.; Formación de profesores. Modelos formativos. Papel docente. Orientaciones curriculares.

This paper discusses teacher training concepts and the role of teachers in face of the prescribed curriculum from the perspective of curricular documents for the discipline of sciences in six Brazilian states. The analysis was mediated by categories based on teacher education models (i.e., the categories of technical rationality, epistemology of practice, and epistemology of critique) and the roles that the teacher can take on: maintenance-imitation, curriculum mediator, and creative-generator (SACRISTÁN, 1991). Results indicate the coexistence of the technical and practical models, and timid signs of the critical model, with a predominant orientation towards the practical teacher, which is consistent with a more pronounced prediction of the teacher as a curriculum mediator. We conclude that these results reflect advances representing possible changes towards a teacher education that privileges the reflective/critical teacher and the construction of teaching as a praxis.