Professional teacher development: Reflections on public policy teacher training

• Autor(a) principal: Jardilino, Jose Rubens Lima
• Data de Publicação: 2019
• Outros Autores: Sampaio, Ana Maria Mendes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação & Formação (Fortaleza)
• Texto Completo: https://revistas.uece.br/index.php/redufor/article/view/848
• topic: Desenvolvimento Profissional Docente; Formação de Professores, Política Educacional; Plano Nacional de Educação.; .; Professional Development Teacher; Teacher Training,, Educational Policy; National Plan of Education; Desarrollo Profesional Docente; Política Educativa; Plan Nacional de Educación.

The purpose of this article is to discuss the Professional Development of Teachers (DPD) in relation to the public policy of the National Education Plan (Law 13,005 / 2014). The text examines concepts, the study was carried out by Iberian researchers (Garcia, 1999, 2009, Imbernón, 2004, Nóvoa, 1991, 2002, 2008) and national researchers (Almeida, 2000, André, 1999,2017, Gatti, 2017, 1998)on DPD and undertakes analytical efforts around PNE goals (2014-2024) that dialogue with the professional development of teachers.The reflections presented were based on studies and research carried out by the FOPROFI - Training and Teaching Profession group and of research carried out in a network, which articulated experiences and studies of research groups from three Public Universities: University of the State of Ceará (UECE); Federal University of OuroPreto (UFOP) and Federal University of São Paulo (UNIFESP). The analyzes presented involve the results of semi-structured interviews conducted with ninety supervisors of PIBID of the municipal and state education network in the states of Minas Gerais, São Paulo and Ceará.It concludes by pointing out the gaps left to meet the goals, the lack of articulation betweenStates of the Federation responsible for implementing the plan and the need for the academic and professional community of teachers to deepen their studies and understanding of DPD programs and policies, especially in relation to the assumptions and concepts that support it.