Public policies for teachers’ Continued Formation: literature review
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Outros Autores: | , , |
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 |
Resumo: | 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. |
id |
UECE-6_432ed69c274cae9291de06eeafe4136e |
---|---|
oai_identifier_str |
oai:ojs.revistas.uece.br:article/6367 |
network_acronym_str |
UECE-6 |
network_name_str |
Práticas Educativas, Memórias e Oralidades |
repository_id_str |
|
spelling |
Public policies for teachers’ Continued Formation: literature reviewPolíticas Públicas para Formação Continuada docente: revisão de literaturaPolíticas PúblicasFormaçãoProfessoresAmapáEducaçãoPolíticas PúblicasPublic PoliciesFormationTeachersAmapáThe 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.O artigo trata de uma revisão literária sobre Políticas Públicas para formação docente. Objetivamos analisar as literaturas brasileiras sobre Políticas Públicas dos últimos cinco anos (2016 a 2020), que tratam da formação de professores do Estado do Amapá. Adotamos a metodologia sistemática de revisão bibliográfica, sendo estudo de tipo descritivo, de abordagem qualitativa, (GIL, 2008) com o foco em responder as questões através da resolução do estado da questão segundo Nóbrega-Therrien e Therrien (2004). As literaturas foram identificadas em pesquisa realizada no portal da Scielo e no Portal Periódicos Capes, através de descritores de pesquisa. Sendo selecionados do universo de artigos, apenas oito estudos. Os resultados apresentaram a estrutura em quadros, identificando o autor, o tema, a revista e ano de publicação. A discussão analisou aspectos da formação docente presentes na atual conjuntura das políticas públicas educacionais no Brasil e no Estado do Amapá através de cinco categorias: 1) Formação docente pelo PARFOR; 2) Formação em rede pela PNAIC; 3) Parceria universidade-escola; 4) Formação docente no IFAP; 5) Formação continuada. Chegamos à conclusão de que as pesquisas analisadas relatam a grande importância das políticas públicas voltadas para a formação inicial e continuada do professor, estas têm causado impacto positivo para desenvolvimento profissional do professor e consequentemente na melhoria da aprendizagem dos alunos.EdUECE - Editora da Universidade Estadual do Ceará2021-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uece.br/index.php/revpemo/article/view/636710.47149/pemo.v3i1.6367Educational Practices, Memories and Oralities; Vol. 3 No. 1 (2021): Práticas Educativas, Memórias e Oralidades; e316367Práticas Educativas, Memórias e Oralidades; Vol. 3 Núm. 1 (2021): Práticas Educativas, Memórias e Oralidades; e316367Práticas Educativas, Memórias e Oralidades - Rev. Pemo; v. 3 n. 1 (2021): Práticas Educativas, Memórias e Oralidades; e3163672675-519X10.47149/pemo.v3i1reponame:Práticas Educativas, Memórias e Oralidadesinstname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/revpemo/article/view/6367/6116Copyright (c) 2021 Arivaldo Leite Mira, Dannielsom Thomptsom de Souza Miranda, Esmeralda Viana Braga Sá, Patrícia Assunção dos Santos Barretohttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMira, Arivaldo LeiteMiranda, Dannielsom Thomptsom de SouzaBraga Sá, Esmeralda VianaBarreto, Patrícia Assunção dos Santos2021-11-07T22:57:04Zoai:ojs.revistas.uece.br:article/6367Revistahttps://revistas.uece.br/index.php/revpemoPUBhttps://revistas.uece.br/index.php/revpemo/oairev.pemo@uece.br2675-519X2675-519Xopendoar:2021-11-07T22:57:04Práticas Educativas, Memórias e Oralidades - Universidade Estadual do Ceará (UECE)false |
dc.title.none.fl_str_mv |
Public policies for teachers’ Continued Formation: literature review Políticas Públicas para Formação Continuada docente: revisão de literatura |
title |
Public policies for teachers’ Continued Formation: literature review |
spellingShingle |
Public policies for teachers’ Continued Formation: literature review Mira, Arivaldo Leite Políticas Públicas Formação Professores Amapá Educação Políticas Públicas Public Policies Formation Teachers Amapá |
title_short |
Public policies for teachers’ Continued Formation: literature review |
title_full |
Public policies for teachers’ Continued Formation: literature review |
title_fullStr |
Public policies for teachers’ Continued Formation: literature review |
title_full_unstemmed |
Public policies for teachers’ Continued Formation: literature review |
title_sort |
Public policies for teachers’ Continued Formation: literature review |
author |
Mira, Arivaldo Leite |
author_facet |
Mira, Arivaldo Leite Miranda, Dannielsom Thomptsom de Souza Braga Sá, Esmeralda Viana Barreto, Patrícia Assunção dos Santos |
author_role |
author |
author2 |
Miranda, Dannielsom Thomptsom de Souza Braga Sá, Esmeralda Viana Barreto, Patrícia Assunção dos Santos |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Mira, Arivaldo Leite Miranda, Dannielsom Thomptsom de Souza Braga Sá, Esmeralda Viana Barreto, Patrícia Assunção dos Santos |
dc.subject.por.fl_str_mv |
Políticas Públicas Formação Professores Amapá Educação Políticas Públicas Public Policies Formation Teachers Amapá |
topic |
Políticas Públicas Formação Professores Amapá Educação Políticas Públicas Public Policies Formation Teachers Amapá |
description |
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. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-04-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.uece.br/index.php/revpemo/article/view/6367 10.47149/pemo.v3i1.6367 |
url |
https://revistas.uece.br/index.php/revpemo/article/view/6367 |
identifier_str_mv |
10.47149/pemo.v3i1.6367 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uece.br/index.php/revpemo/article/view/6367/6116 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
EdUECE - Editora da Universidade Estadual do Ceará |
publisher.none.fl_str_mv |
EdUECE - Editora da Universidade Estadual do Ceará |
dc.source.none.fl_str_mv |
Educational Practices, Memories and Oralities; Vol. 3 No. 1 (2021): Práticas Educativas, Memórias e Oralidades; e316367 Práticas Educativas, Memórias e Oralidades; Vol. 3 Núm. 1 (2021): Práticas Educativas, Memórias e Oralidades; e316367 Práticas Educativas, Memórias e Oralidades - Rev. Pemo; v. 3 n. 1 (2021): Práticas Educativas, Memórias e Oralidades; e316367 2675-519X 10.47149/pemo.v3i1 reponame:Práticas Educativas, Memórias e Oralidades instname:Universidade Estadual do Ceará (UECE) instacron:UECE |
instname_str |
Universidade Estadual do Ceará (UECE) |
instacron_str |
UECE |
institution |
UECE |
reponame_str |
Práticas Educativas, Memórias e Oralidades |
collection |
Práticas Educativas, Memórias e Oralidades |
repository.name.fl_str_mv |
Práticas Educativas, Memórias e Oralidades - Universidade Estadual do Ceará (UECE) |
repository.mail.fl_str_mv |
rev.pemo@uece.br |
_version_ |
1801213153490501632 |