Public policies for teachers’ Continued Formation: literature review

• Autor(a) principal: Mira, Arivaldo Leite
• Data de Publicação: 2021
• Outros Autores: Miranda, Dannielsom Thomptsom de Souza, Braga Sá, Esmeralda Viana, Barreto, Patrícia Assunção dos Santos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Práticas Educativas, Memórias e Oralidades
• Texto Completo: https://revistas.uece.br/index.php/revpemo/article/view/6367
• topic: Políticas Públicas; Formação; Professores; Amapá; Educação; Políticas Públicas; Public Policies; Formation; Teachers; Amapá

The article presents studies on the theme Public policies for teacher training: literature review. The objective was to analyze the Brazilian literature on Public Policies of the last five years that deal with the training of teachers in the State of Amapá. The systematic methodology of bibliographic review was adopted, being a descriptive study, with a qualitative approach, with a focus on answering the questions through the resolution of the state of the question. Literatures were identified in a research carried out on the Scielo portal and on the Periodicos Capes portal, using search descriptors. Being selected from the universe of articles, only eight studies. The results presented the structure, in tables, identifying the author, the theme, the journal and year of publication. The discussion analyzed aspects of teacher training present in the current context of public educational policies in Brazil and the State of Amapá through five categories: 1) Teacher training by PARFOR; 2) Network training by PNAIC; 3) University-school partnership; 4) Teacher training at IFAP; 5) Ongoing training. It was concluded that the analyzed research reports the great importance of public policies aimed at initial and continuing teacher education, these have had a positive impact on the professional development of teachers and, consequently, on the improvement of student learning.