THE EDUCATIONAL POLICY IN BRAZIL AND ITS RELATIONSHIP WITH THE CURRICULUM IN TEACHER TRAINING

• Autor(a) principal: Rabelo, Islei Gonçalves
• Data de Publicação: 2023
• Outros Autores: Santos, Francely Aparecida dos
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/5278
• topic: Currículo; Formação de professores; Política Educacional; Curriculum; teacher training; educational policy; Currículo; formación docente; política educativa

This article is an excerpt from a Master's research carried out about the Pedagogy course at the State University of Montes Claros (Unimontes), in the year 2020. The object of study was the relationship between theory and practice in the Pedagogy course, in order to rethink teacher training. The study aimed to distinguish the conception of theory and practice that is inserted in the official curriculum documents that organize and constitute the course previously mentioned. The methodological process was anchored in the literature review and in the field research through the document analysis procedure, which was carried out in the Political-Curricular Project (PCP) of the Pedagogy course and in the National Curricular Guidelines (NCG) for teacher training. The perspective of analysis was based on the premise that, if education is a political act and the reach of pedagogical practice is materialized in social practice, possibly teacher training arises through the concept that public policies have of education, subject and society. Therefore, educational policies for teacher training are implemented, as well, through curricular public policies, whose principles, foundations and procedures are constituted from the NCG for teacher training. The investigation demonstrated that the possibility of transformation of contemporary society, which massifies and oppresses the popular class, may also be in the educational process, whose teacher's contribution is capable of reflecting, building and operationalizing a pedagogical practice that intentionally links their teaching action to social practice.