From global educational’s Public Policies to the local ones: a cyclical movement present in the historical construction of Fractioned Courses and PROHACAP in Rondônia (1990-2000)
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista de Educação Matemática (Online) |
Texto Completo: | https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/103 |
Resumo: | The presente work is a part of a Scientific Initiation’s research in which is being developed by Rondoniense Group of Studies and Research in Mathematics Education’s members (GROEPEM), in the Mathematics Education’s line History inthe city of Ji-Paraná-RO. It aims to carry out a historical analysis of educational policies that occurred in the period from 1990 to 2000, seeking to identify how these laws contributed to the creation and implementation of graduation’s courses of lay teachers in Rondônia. Methodologically, it was based on the resources of documentary analysis concerning historical research. In the 1990s several educational policy’s movements were implemented, among which stand out the Conference of Education for All (1990) held in Jomtien, Tailandia, and subsequently the Education for All Convention (1993), held in New Delhi, India, with the goal of universalizing and eradicating illiteracy. The latter was still constituted an agreement among the nine most populous and underdeveloped countries in the world, including Brazil. In 1993, in Brazil, the Decennial Plan for Education for All was drawn up to achieve the goals established by the World Conference on Education. Through the present research, until now, it has been possible to identify that, with the perspective to improving the quality of Basic Education’s teaching, this polices of global and national’s scales influenced locally in the creation os special courses for training of in-service teachers, like the one that occurred in the Rondônia’s State, when in 1992 the Federal University (UNIR) created the first Degree in Education courses in the modality of fractioned system of in-service training, seeking to qualify the lay teacher, thus meeting one of the main goals imposed by these educational policy’s events, which consisted of teacher improvement. It is still worth mentioning that in 1996 with the promulgation of the new Law of Guidelines and Bases of Education (LDB), the teacher’s formation at the higher level, has become an obligation established by law and no longer a proposal, with this the State of Rondônia and several municipalities in partnership with UNIR created and implemented in 1999 the Qualification and Training’s Program of Lay Teachers (PROHACAP), with the purpose of qualifying the teachers who were acting without titration required by law. At the end of 2009, through this Program, a contingent of approximately 9,000 teachers from the State Basic Education was formed. Finally, we can affirm that the degrees were a reflection of these policies established nationally and implemented locally. We emphasize that this period was a milestone for Education’s History in Rondônia. |
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From global educational’s Public Policies to the local ones: a cyclical movement present in the historical construction of Fractioned Courses and PROHACAP in Rondônia (1990-2000)De las Políticas Públicas educacionales globales a los locales: un movimiento cíclico presente en la construcción histórica de los cursos parcelados y PROHACAP en Rondônia (1990-2000)Das Políticas Públicas educacionais globais às locais: um movimento cíclico presente na construção histórica dos Cursos Parcelados e PROHACAP em Rondônia (1990-2000)Mathematics Education’s HistoryEducational PoliciesTeacher Formation in MathematicsHistoria de la Educación MatemáticaPolíticas EducativasFormación de Profesores de MatemáticasHistória da Educação MatemáticaPolíticas EducacionaisFormação de Professores de Matemática.The presente work is a part of a Scientific Initiation’s research in which is being developed by Rondoniense Group of Studies and Research in Mathematics Education’s members (GROEPEM), in the Mathematics Education’s line History inthe city of Ji-Paraná-RO. It aims to carry out a historical analysis of educational policies that occurred in the period from 1990 to 2000, seeking to identify how these laws contributed to the creation and implementation of graduation’s courses of lay teachers in Rondônia. Methodologically, it was based on the resources of documentary analysis concerning historical research. In the 1990s several educational policy’s movements were implemented, among which stand out the Conference of Education for All (1990) held in Jomtien, Tailandia, and subsequently the Education for All Convention (1993), held in New Delhi, India, with the goal of universalizing and eradicating illiteracy. The latter was still constituted an agreement among the nine most populous and underdeveloped countries in the world, including Brazil. In 1993, in Brazil, the Decennial Plan for Education for All was drawn up to achieve the goals established by the World Conference on Education. Through the present research, until now, it has been possible to identify that, with the perspective to improving the quality of Basic Education’s teaching, this polices of global and national’s scales influenced locally in the creation os special courses for training of in-service teachers, like the one that occurred in the Rondônia’s State, when in 1992 the Federal University (UNIR) created the first Degree in Education courses in the modality of fractioned system of in-service training, seeking to qualify the lay teacher, thus meeting one of the main goals imposed by these educational policy’s events, which consisted of teacher improvement. It is still worth mentioning that in 1996 with the promulgation of the new Law of Guidelines and Bases of Education (LDB), the teacher’s formation at the higher level, has become an obligation established by law and no longer a proposal, with this the State of Rondônia and several municipalities in partnership with UNIR created and implemented in 1999 the Qualification and Training’s Program of Lay Teachers (PROHACAP), with the purpose of qualifying the teachers who were acting without titration required by law. At the end of 2009, through this Program, a contingent of approximately 9,000 teachers from the State Basic Education was formed. Finally, we can affirm that the degrees were a reflection of these policies established nationally and implemented locally. We emphasize that this period was a milestone for Education’s History in Rondônia.El presente trabajo es parte de una investigación de Iniciación Científica que está siendo desarrollada por miembros del Grupo Rondoniense de Estudios e Investigaciones en Educación Matemática (GROEPEM), en el área de Historia de la Educación Matemática en la ciudad de Ji-Paraná-RO. Tiene por objetivo realizar un análisis histórico de las políticas educativas que ocurrieron en el período comprendido entre 1990 y 2000, buscando identificar de qué manera esas leyes contribuyeron con la creación e implantación de cursos de formación de profesores laicos en Rondônia. Metodológicamente se basó en los recursos del análisis documental concerniente a la investigación histórica. En la década de 1990, ocurrieron varios movimientos de políticas educativas, entre los que destacan: la Conferencia de Educación para Todos (1990), realizada en Jomtien en Tailandia y, posteriormente, la Convención de Educación para Todos (1993), celebrada en Nueva Delhi en la India, teniendo como meta la universalización y erradicación del analfabetismo. El último se constituyó inclusive en un acuerdo entre los nueve países más poblados y subdesarrollados del mundo, incluyendo Brasil. En el año 1993, en Brasil, se elaboró el Plan Decenal de Educación para Todos, teniendo como objetivo alcanzar las metas que fueron establecidas por la Conferencia Mundial de Educación. Por medio de la presente investigación, hasta el momento, fue posible identificar que, en la perspectiva de mejorar la calidad de la enseñanza de la Educación Básica, esas políticas de ámbito global y nacional influenciaron localmente en la creación de cursos especiales de formación de profesores en servicio, como por ejemplo el programa realizado en el estado de Rondônia, cuando en 1992 la Universidad Federal (UNIR) creó los primeros cursos de Licenciaturas Plenas, en la modalidad de régimen modular (por módulos) de formación en servicio, buscando calificar al profesor laico, atendiendo así una de las principales metas impuestas por esos eventos de políticas educativas, que consistía en el perfeccionamiento docente. Es importante resaltar que en 1996, con la promulgación de la nueva Ley de Directrices y Bases de la Educación (LDB), la formación docente a nivel superior se convirtió en una obligación establecida por ley y no una propuesta, con esto el estado de Rondônia y diversos municipios en asociación con la UNIR, crearon e implantaron en 1999 el Programa de Habilitación y Capacitación de Profesores Laicos (PROHACAP), con la finalidad de calificar a los profesores que estaban actuando sin la titulación exigida por ley. Al final, en 2009, a través de este Programa, se formó un contingente de aproximadamente 9.000 profesores de la Educación Básica del estado. Finalmente, podemos afirmar que las licenciaturas fueron un reflejo de esas políticas establecidas nacionalmente e implantadas localmente. Destacamos que ese período fue un marco para la Historia de la Educación rondoniense.O presente trabalho é um recorte de uma pesquisa de Iniciação Científica que está sendo desenvolvida por membros do Grupo Rondoniense de Estudos e Pesquisas em Educação Matemática (GROEPEM), na linha História da Educação Matemática, na cidade de Ji-Paraná-RO. Tem por objetivo realizar uma análise histórica das políticas educacionais que ocorreram no período compreendido entre 1990 e 2000, buscando identificar de que maneira essas leis contribuíram com a criação e implantação de cursos de formação para professores leigos em Rondônia. Metodologicamente, foi embasado nos recursos da análise documental concernentes à pesquisa histórica. Na década de 1990, foram executados vários movimentos de políticas educacionais, dentre os quais se destacam a Conferência de Educação para todos (1990), ocorrida em Jomtien, na Tailândia e, posteriormente, a Convenção de Educação para Todos (1993), realizada em Nova Delhi, na Índia, tendo como meta a universalização e erradicação do analfabetismo. O último se constituiu, ainda, num acordo entre os noves países mais populosos e subdesenvolvidos do mundo, incluindo o Brasil. No ano de 1993, no Brasil, foi elaborado o Plano Decenal de Educação para Todos, tendo como finalidade atingir as metas que foram estabelecidas pela Conferência Mundial de Educação. Por meio da presente pesquisa, até o momento, foi possível identificar que, na perspectiva de melhorar a qualidade do ensino da Educação Básica, essas políticas de âmbitos globais e nacionais influenciaram localmente na criação de cursos especiais de formação de professores em serviço, a exemplo do que ocorreu no estado de Rondônia quando, em 1992, a Universidade Federal (UNIR) criou os primeiros cursos de Licenciaturas Plenas, na modalidade regime parcelado de formação em serviço, buscando qualificar o professor leigo, atendendo, assim, umas das principais metas impostas por esses eventos de políticas educacionais, que visavam o aperfeiçoamento docente. Vale ressaltar que em 1996, com a promulgação da nova Lei de Diretrizes e Bases da Educação (LDB), a formação docente em nível superior se tornou uma obrigação estabelecida por lei e não mais uma proposta. Com isto, o estado de Rondônia e diversos municípios, em parceria com a UNIR, criaram e implantaram em 1999 o Programa de Habilitação e Capacitação de Professores Leigos (PROHACAP), com a finalidade de qualificar os professores que estavam atuando sem a titulação exigida por lei. Ao final, em 2009, por meio deste Programa, foi formado um contingente de aproximadamente 9.000 professores da Educação Básica do estado. Por fim, podemos afiançar que as licenciaturas foram um reflexo dessas políticas estabelecidas nacionalmente e implantadas localmente. Destacamos que esse período foi um marco para a História da Educação rondoniense.Sociedade Brasileira de Educação Matemática (SBEM)2018-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/10310.25090/remat25269062v15n182018p102a116Revista de Educação Matemática; Vol. 15 No. 18: jan. /abr. 2018; 102 - 116Revista de Educação Matemática; ##issue.vol## 15 ##issue.no## 18: jan. /abr. 2018; 102 - 116Revista de Educação Matemática; Vol. 15 Núm. 18: jan. /abr. 2018; 102 - 116Revista de Educação Matemática; v. 15 n. 18: jan. /abr. 2018; 102 - 1162526-906210.25090/remat25269062v15n182018reponame:Revista de Educação Matemática (Online)instname:Sociedade Brasileira de Educação Matemática (SBEM)instacron:SBEMporhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/103/pdfCopyright (c) 2018 Cristiane Lopes de Carvalho Pinto; Marlos Gomes de Albuquerque; Lucinalva Aparecida Nevesinfo:eu-repo/semantics/openAccessPinto, Cristiane Lopes de CarvalhoAlbuquerque, Marlos Gomes deNeves, Lucinalva Aparecida2021-05-06T16:11:49ZRevistahttps://www.revistasbemsp.com.br/index.php/REMat-SPONG |
dc.title.none.fl_str_mv |
From global educational’s Public Policies to the local ones: a cyclical movement present in the historical construction of Fractioned Courses and PROHACAP in Rondônia (1990-2000) De las Políticas Públicas educacionales globales a los locales: un movimiento cíclico presente en la construcción histórica de los cursos parcelados y PROHACAP en Rondônia (1990-2000) Das Políticas Públicas educacionais globais às locais: um movimento cíclico presente na construção histórica dos Cursos Parcelados e PROHACAP em Rondônia (1990-2000) |
title |
From global educational’s Public Policies to the local ones: a cyclical movement present in the historical construction of Fractioned Courses and PROHACAP in Rondônia (1990-2000) |
spellingShingle |
From global educational’s Public Policies to the local ones: a cyclical movement present in the historical construction of Fractioned Courses and PROHACAP in Rondônia (1990-2000) Pinto, Cristiane Lopes de Carvalho Mathematics Education’s History Educational Policies Teacher Formation in Mathematics Historia de la Educación Matemática Políticas Educativas Formación de Profesores de Matemáticas História da Educação Matemática Políticas Educacionais Formação de Professores de Matemática. |
title_short |
From global educational’s Public Policies to the local ones: a cyclical movement present in the historical construction of Fractioned Courses and PROHACAP in Rondônia (1990-2000) |
title_full |
From global educational’s Public Policies to the local ones: a cyclical movement present in the historical construction of Fractioned Courses and PROHACAP in Rondônia (1990-2000) |
title_fullStr |
From global educational’s Public Policies to the local ones: a cyclical movement present in the historical construction of Fractioned Courses and PROHACAP in Rondônia (1990-2000) |
title_full_unstemmed |
From global educational’s Public Policies to the local ones: a cyclical movement present in the historical construction of Fractioned Courses and PROHACAP in Rondônia (1990-2000) |
title_sort |
From global educational’s Public Policies to the local ones: a cyclical movement present in the historical construction of Fractioned Courses and PROHACAP in Rondônia (1990-2000) |
author |
Pinto, Cristiane Lopes de Carvalho |
author_facet |
Pinto, Cristiane Lopes de Carvalho Albuquerque, Marlos Gomes de Neves, Lucinalva Aparecida |
author_role |
author |
author2 |
Albuquerque, Marlos Gomes de Neves, Lucinalva Aparecida |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Pinto, Cristiane Lopes de Carvalho Albuquerque, Marlos Gomes de Neves, Lucinalva Aparecida |
dc.subject.por.fl_str_mv |
Mathematics Education’s History Educational Policies Teacher Formation in Mathematics Historia de la Educación Matemática Políticas Educativas Formación de Profesores de Matemáticas História da Educação Matemática Políticas Educacionais Formação de Professores de Matemática. |
topic |
Mathematics Education’s History Educational Policies Teacher Formation in Mathematics Historia de la Educación Matemática Políticas Educativas Formación de Profesores de Matemáticas História da Educação Matemática Políticas Educacionais Formação de Professores de Matemática. |
description |
The presente work is a part of a Scientific Initiation’s research in which is being developed by Rondoniense Group of Studies and Research in Mathematics Education’s members (GROEPEM), in the Mathematics Education’s line History inthe city of Ji-Paraná-RO. It aims to carry out a historical analysis of educational policies that occurred in the period from 1990 to 2000, seeking to identify how these laws contributed to the creation and implementation of graduation’s courses of lay teachers in Rondônia. Methodologically, it was based on the resources of documentary analysis concerning historical research. In the 1990s several educational policy’s movements were implemented, among which stand out the Conference of Education for All (1990) held in Jomtien, Tailandia, and subsequently the Education for All Convention (1993), held in New Delhi, India, with the goal of universalizing and eradicating illiteracy. The latter was still constituted an agreement among the nine most populous and underdeveloped countries in the world, including Brazil. In 1993, in Brazil, the Decennial Plan for Education for All was drawn up to achieve the goals established by the World Conference on Education. Through the present research, until now, it has been possible to identify that, with the perspective to improving the quality of Basic Education’s teaching, this polices of global and national’s scales influenced locally in the creation os special courses for training of in-service teachers, like the one that occurred in the Rondônia’s State, when in 1992 the Federal University (UNIR) created the first Degree in Education courses in the modality of fractioned system of in-service training, seeking to qualify the lay teacher, thus meeting one of the main goals imposed by these educational policy’s events, which consisted of teacher improvement. It is still worth mentioning that in 1996 with the promulgation of the new Law of Guidelines and Bases of Education (LDB), the teacher’s formation at the higher level, has become an obligation established by law and no longer a proposal, with this the State of Rondônia and several municipalities in partnership with UNIR created and implemented in 1999 the Qualification and Training’s Program of Lay Teachers (PROHACAP), with the purpose of qualifying the teachers who were acting without titration required by law. At the end of 2009, through this Program, a contingent of approximately 9,000 teachers from the State Basic Education was formed. Finally, we can affirm that the degrees were a reflection of these policies established nationally and implemented locally. We emphasize that this period was a milestone for Education’s History in Rondônia. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/103 10.25090/remat25269062v15n182018p102a116 |
url |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/103 |
identifier_str_mv |
10.25090/remat25269062v15n182018p102a116 |
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por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/103/pdf |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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Sociedade Brasileira de Educação Matemática (SBEM) |
publisher.none.fl_str_mv |
Sociedade Brasileira de Educação Matemática (SBEM) |
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Revista de Educação Matemática; Vol. 15 No. 18: jan. /abr. 2018; 102 - 116 Revista de Educação Matemática; ##issue.vol## 15 ##issue.no## 18: jan. /abr. 2018; 102 - 116 Revista de Educação Matemática; Vol. 15 Núm. 18: jan. /abr. 2018; 102 - 116 Revista de Educação Matemática; v. 15 n. 18: jan. /abr. 2018; 102 - 116 2526-9062 10.25090/remat25269062v15n182018 reponame:Revista de Educação Matemática (Online) instname:Sociedade Brasileira de Educação Matemática (SBEM) instacron:SBEM |
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Sociedade Brasileira de Educação Matemática (SBEM) |
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SBEM |
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SBEM |
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Revista de Educação Matemática (Online) |
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Revista de Educação Matemática (Online) |
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