Políticas de formação de professores da educação básica no Brasil

• Autor(a) principal: Kramm, Daniele de Lima
• Data de Publicação: 2020
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/23046
• topic: Educação e Estado; Formação de professores; Revisão integrativa; Education and state; Teacher education; Integrative review; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM

This study consisted of an integrative review of basic education policies for basic education teachers in Brazil, based on articles published in peer-reviewed journals on the CAPES Portal. The works were evaluated in order to identify how these policies were structured, the main problems and challenges identified, as well as the consonances and discrepancies among researchers in the area. The search equation included words equivalent to the expression “teacher training policies” using boolean and truncation operators, in order to refine the survey, without adopting any temporal filter. We included papers that analyzed teacher education based on the following brazilian policies: “Lei de Diretrizes e Bases (LDB)”; “Planos Nacionais de Educação (PNE)”, “Plano de Desenvolvimento da Educação (PDE)”, Política Nacional de Formação de Profissionais do Magistério da Educação Básica (PNFP)” e “Diretrizes Curriculares Nacionais (DCN)”. The studies were grouped into three axes of analysis: 1. external influences on policies; 2. the policies and their respective legislations; 3. repercussions for teaching work. The results confirmed the predominance of external influences in Brazilian educational policies, both from the theoretical framework and from the recommendations of multilateral organizations. The expansion of the courses, based on LDB requirements and in line with these influences, prioritized distance learning and expanded private participation, leading to a conflict of interest between policy makers and policy executioners. We identified the preponderance of emergency policies, especially those focused on in-service training, and the lack of continuity and cohesion between programs, making it difficult to consolidate a national teacher training policy. The lack of consensus among education professionals was a relevant aspect identified, especially regarding the identity and nature of training courses. The main weaknesses identified in these formations were the imbalance between theory and practice, the dispersion of the professional field, the internships and the difficulty of articulation between the university and the school network. Training policies have been a matter of growing interest, reinforcing, on the one hand, the importance that these professionals have for education and, on the other, the need for the consolidation of a National Education System that develops structuring policies for the area, expanding Effective actions of teacher appreciation, in order to remedy deficiencies in education, working conditions and career of education professionals