Professional insertion processes of teachers in formation policies: indicatives for educational policies
Autor(a) principal: | |
---|---|
Data de Publicação: | 2016 |
Outros Autores: | |
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. |
id |
UEM-12_5b008f9d1a72ffa8ea459aad98ad644c |
---|---|
oai_identifier_str |
oai:periodicos.uem.br/ojs:article/27641 |
network_acronym_str |
UEM-12 |
network_name_str |
Acta Scientiarum. Education (Online) |
repository_id_str |
|
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 |