Professional insertion processes of teachers in formation policies: indicatives for educational policies

Detalhes bibliográficos
Autor(a) principal: Mira, Marilia Marques
Data de Publicação: 2016
Outros Autores: Romanowski, Joana Paulin
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Acta Scientiarum. Education (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/27641
Resumo: Teachers’ integration processes in basic education systems are analyzed by investigating professional development policies defined in recent educational legislation, such as the Guidelines for National Education 9394/96, Brazilian Education Plan 2001-2011 and current National Education Plan 2014-2024. Documents are analyzed based on the theoretical work by Saviani (2010, 2011, 2014a, 2014b) on educational policies and by Marcelo (1999, 2009, 2010), Vaillant and Marcelo (2012), Romanowski (2012), Gatti (2009) Gatti e Barreto (2009), André (2012), Cunha (2010, 2012) and others, on teachers’ formation, specifically on the initiation phase in the teaching profession. Results show that the concern on the initiation period is a recent topic. It explicitly comes to the fore through the current National Education Plan (2014-2024) albeit in a fledging stance. In spite of the limitations, there is a development in the States’ Education Plans. It should be underscored that established policies must take into account the specific factors of each context and the limits imposed by financial conditions of states and municipalities and by teachers’ formation conditions and work milieu. 
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spelling Professional insertion processes of teachers in formation policies: indicatives for educational policiesProcesos de inserción profesional docente en las políticas de formación: qué los documentos legales revelanProcessos de inserção profissional docente nas políticas de formação: o que documentos legais revelamteaching professioninitiation phaseeducational policiesnational education planprofessional development.inserción docentepolíticas educacionalesplan nacional de educacióniniciación profesional docente.inserção docentepolíticas educacionaisplano nacional de educaçãoiniciação profissional docente.Teachers’ integration processes in basic education systems are analyzed by investigating professional development policies defined in recent educational legislation, such as the Guidelines for National Education 9394/96, Brazilian Education Plan 2001-2011 and current National Education Plan 2014-2024. Documents are analyzed based on the theoretical work by Saviani (2010, 2011, 2014a, 2014b) on educational policies and by Marcelo (1999, 2009, 2010), Vaillant and Marcelo (2012), Romanowski (2012), Gatti (2009) Gatti e Barreto (2009), André (2012), Cunha (2010, 2012) and others, on teachers’ formation, specifically on the initiation phase in the teaching profession. Results show that the concern on the initiation period is a recent topic. It explicitly comes to the fore through the current National Education Plan (2014-2024) albeit in a fledging stance. In spite of the limitations, there is a development in the States’ Education Plans. It should be underscored that established policies must take into account the specific factors of each context and the limits imposed by financial conditions of states and municipalities and by teachers’ formation conditions and work milieu. Este texto tiene el objetivo de analizar los procesos de inserción de los profesores en los sistemas de enseñanza de la educación básica, a partir del examen de las políticas de desarrollo profesional definidas por la legislación educacional reciente, como la Ley de Directrices y Bases de la Educación Nacional 9394/96, el Plan Nacional de Educación 2001-2011 y el actual Plan Nacional de Educación 2014-2024. Para tanto, usamos el análisis documental, considerando los referenciales teóricos de Saviani (2010, 2011, 2014a, 2014b) en lo que se refiere a las políticas educacionales y de Marcelo (1999, 2009, 2010), Vaillant y Marcelo (2012), Romanowski (2012), Gatti (2009), Gatti e Barreto (2009), André (2012), Cunha (2010, 2012), entre otros, en cuanto a la formación de profesores y, específicamente, a la fase de iniciación profesional docente. Los resultados señalan que la preocupación con el período de iniciación a la docencia es reciente; solo emerge, explícitamente, a partir del actual Plan Nacional de Educación (2014-2024), aunque de forma todavía embrionaria. A pesar de los límites de las propuestas, se observa su desdoblamiento en los Planes Estatales de Educación. Se destaca que las políticas trazadas necesitan considerar las especificidades de cada contexto, así como los límites impuestos por la condición financiera de los estados y municipios y por las propias condiciones de formación y de trabajo de los profesores.Este texto objetiva analisar os processos de inserção dos professores nos sistemas de ensino da educação básica, a partir do exame das políticas de desenvolvimento profissional definidas pela legislação educacional recente, como a Lei de Diretrizes e Bases da Educação Nacional 9394/96, o Plano Nacional de Educação 2001-2011 e o atual Plano Nacional de Educação 2014-2024. Para tanto, recorremos à análise documental, considerando os referenciais teóricos de Saviani (2010, 2011, 2014a, 2014b) no que se refere às políticas educacionais e de Marcelo (1999, 2009, 2010), Vaillant e Marcelo (2012), Romanowski (2012), Gatti (2012), Gatti e Barreto (2009), André (2012), Cunha (2010, 2012), entre outros, no que tange à formação de professores e, especificamente, à fase de iniciação profissional docente. Os resultados mostram que a preocupação com o período de iniciação à docência é recente; só emerge, explicitamente, a partir do atual Plano Nacional de Educação (2014-2024), porém, de forma ainda embrionária. Apesar dos limites das propostas, observa-se o seu desdobramento nos Planos Estaduais de Educação. Destaca-se que as políticas traçadas precisam considerar as especificidades de cada contexto, assim como os limites impostos pela condição financeira dos estados e municípios e pelas próprias condições de formação e de trabalho dos professores. Universidade Estadual de Maringá2016-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/2764110.4025/actascieduc.v38i3.27641Acta Scientiarum. Education; Vol 38 No 3 (2016): July-Sept.; 283-292Acta Scientiarum. Education; v. 38 n. 3 (2016): July-Sept.; 283-2922178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporenghttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/27641/17039https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/27641/17860Copyright (c) 2016 Acta Scientiarum. Educationinfo:eu-repo/semantics/openAccessMira, Marilia MarquesRomanowski, Joana Paulin2022-02-17T22:10:29Zoai:periodicos.uem.br/ojs:article/27641Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2022-02-17T22:10:29Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Professional insertion processes of teachers in formation policies: indicatives for educational policies
Procesos de inserción profesional docente en las políticas de formación: qué los documentos legales revelan
Processos de inserção profissional docente nas políticas de formação: o que documentos legais revelam
title Professional insertion processes of teachers in formation policies: indicatives for educational policies
spellingShingle Professional insertion processes of teachers in formation policies: indicatives for educational policies
Mira, Marilia Marques
teaching profession
initiation phase
educational policies
national education plan
professional development.
inserción docente
políticas educacionales
plan nacional de educación
iniciación profesional docente.
inserção docente
políticas educacionais
plano nacional de educação
iniciação profissional docente.
title_short Professional insertion processes of teachers in formation policies: indicatives for educational policies
title_full Professional insertion processes of teachers in formation policies: indicatives for educational policies
title_fullStr Professional insertion processes of teachers in formation policies: indicatives for educational policies
title_full_unstemmed Professional insertion processes of teachers in formation policies: indicatives for educational policies
title_sort Professional insertion processes of teachers in formation policies: indicatives for educational policies
author Mira, Marilia Marques
author_facet Mira, Marilia Marques
Romanowski, Joana Paulin
author_role author
author2 Romanowski, Joana Paulin
author2_role author
dc.contributor.author.fl_str_mv Mira, Marilia Marques
Romanowski, Joana Paulin
dc.subject.por.fl_str_mv teaching profession
initiation phase
educational policies
national education plan
professional development.
inserción docente
políticas educacionales
plan nacional de educación
iniciación profesional docente.
inserção docente
políticas educacionais
plano nacional de educação
iniciação profissional docente.
topic teaching profession
initiation phase
educational policies
national education plan
professional development.
inserción docente
políticas educacionales
plan nacional de educación
iniciación profesional docente.
inserção docente
políticas educacionais
plano nacional de educação
iniciação profissional docente.
description Teachers’ integration processes in basic education systems are analyzed by investigating professional development policies defined in recent educational legislation, such as the Guidelines for National Education 9394/96, Brazilian Education Plan 2001-2011 and current National Education Plan 2014-2024. Documents are analyzed based on the theoretical work by Saviani (2010, 2011, 2014a, 2014b) on educational policies and by Marcelo (1999, 2009, 2010), Vaillant and Marcelo (2012), Romanowski (2012), Gatti (2009) Gatti e Barreto (2009), André (2012), Cunha (2010, 2012) and others, on teachers’ formation, specifically on the initiation phase in the teaching profession. Results show that the concern on the initiation period is a recent topic. It explicitly comes to the fore through the current National Education Plan (2014-2024) albeit in a fledging stance. In spite of the limitations, there is a development in the States’ Education Plans. It should be underscored that established policies must take into account the specific factors of each context and the limits imposed by financial conditions of states and municipalities and by teachers’ formation conditions and work milieu. 
publishDate 2016
dc.date.none.fl_str_mv 2016-08-01
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://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/27641
10.4025/actascieduc.v38i3.27641
url https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/27641
identifier_str_mv 10.4025/actascieduc.v38i3.27641
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/27641/17039
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/27641/17860
dc.rights.driver.fl_str_mv Copyright (c) 2016 Acta Scientiarum. Education
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Acta Scientiarum. Education
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Education; Vol 38 No 3 (2016): July-Sept.; 283-292
Acta Scientiarum. Education; v. 38 n. 3 (2016): July-Sept.; 283-292
2178-5201
2178-5198
reponame:Acta Scientiarum. Education (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Acta Scientiarum. Education (Online)
collection Acta Scientiarum. Education (Online)
repository.name.fl_str_mv Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv actaeduc@uem.br||
_version_ 1754842069241692160

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