Continuing teacher training in the brazilian development and its relationship with the cepal guidelines in the 1960s and 1970s

Detalhes bibliográficos
Autor(a) principal: Almeida, Janaina Aparecida de Mattos
Data de Publicação: 2018
Outros Autores: Martins, Fernando José
Tipo de documento: Artigo
Idioma: por
Título da fonte: Acta Scientiarum. Education (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/32791
Resumo: This paper assumes that development and demand for policies of continuing teacher education is founded on historical elements related to the context of the Brazilian development, which have been related to rules and international guidelines since the 1960s. This texts aimed at analyzing this relation, from the perspective of Dialectical and Historical Materialism, by considering the report of Conclusions and Recommendations from the Conference on Education and Economic and Social Development in Latin America, which took place in Santiago, Chile, in 1962, in which the themes education, intensification, teacher improvement are explained as human supports for education and as fundamental strategies to enhance the Brazilian economic development. As for the methodology, this study is a based on the literature review and documentary research and aims at contributing to the growth of debates and presentation of the needs for continuing teacher education policies and, as counterpoint, highlighting the movements of educators against hegemonic antagonistic to the linearity in the implementation of these guidelines. 
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spelling Continuing teacher training in the brazilian development and its relationship with the cepal guidelines in the 1960s and 1970sLa formación continuada del profesor en el desarrollo brasileño y su relación con las directrices cepalinas nas décadas de 1960-1970A formação continuada do professor no desenvolvimento brasileiro e sua relação com as diretrizes cepalinas nas décadas de 1960-1970public education policiescontinuing teacher trainingCepal guidelines.políticas públicas de educaciónformación continuada de los profesoresdirectrices cepalinaspolíticas públicas de educaçãoformação continuada dos professoresdiretrizes cepalinas.This paper assumes that development and demand for policies of continuing teacher education is founded on historical elements related to the context of the Brazilian development, which have been related to rules and international guidelines since the 1960s. This texts aimed at analyzing this relation, from the perspective of Dialectical and Historical Materialism, by considering the report of Conclusions and Recommendations from the Conference on Education and Economic and Social Development in Latin America, which took place in Santiago, Chile, in 1962, in which the themes education, intensification, teacher improvement are explained as human supports for education and as fundamental strategies to enhance the Brazilian economic development. As for the methodology, this study is a based on the literature review and documentary research and aims at contributing to the growth of debates and presentation of the needs for continuing teacher education policies and, as counterpoint, highlighting the movements of educators against hegemonic antagonistic to the linearity in the implementation of these guidelines. El fundamento del cual partimos es que el fomento y las demandas por políticas de formación continuada de los profesores tienen base histórica en condiciones relacionadas al contexto del desarrollo brasileño relacionado a las orientaciones y directrices internacionales, especialmente de la Comisión Económica para América Latina y Caribe (Comissão Econômica para a América Latina e Caribe - Cepal, 1962) a partir de la década de 1960. El objetivo del presente texto es analizar, a la luz del materialismo histórico dialéctico, tal relación, considerando, el informe de las conclusiones y las recomendaciones de la Conferencia sobre la Educación y el Desarrollo Económico y Social en América Latina, realizada en Santiago de Chile en 1962, donde los temas formación, intensificación, perfeccionamiento y capacitación docente son explicitados como los soportes humanos de la educación y como estrategias fundamentales para alzar el desarrollo económico brasileño. El estudio presentado es una revisión bibliográfica y documental y tiene el objetivo de contribuir con la ampliación del debate y explicitación de las necesidades inherentes a este contexto por políticas de formación continuada de los profesores y, como contraposición, evidenciar los movimientos de los educadores contra hegemónicos antagónicos a la linealidad de la implantación de estas directrices.O fundamento do qual partimos é que o fomento e as demandas por políticas de formação continuada dos professores têm base histórica em condições relacionadas ao contexto do desenvolvimento brasileiro atrelado às orientações e diretrizes internacionais, especialmente da Comissão Econômica para a América Latina e Caribe (Cepal) a partir da década de 1960. O objetivo do presente texto é analisar, à luz do materialismo histórico dialético, tal relação, considerando, o relatório das conclusões e as recomendações da Conferência sobre a Educação e o Desenvolvimento Econômico e Social na América Latina, realizada em Santiago do Chile em 1962, em que os temas formação, intensificação, aperfeiçoamento e capacitação docente são explicitados como os suportes humanos da educação e como estratégias fundamentais para alavancar o desenvolvimento econômico brasileiro. O estudo apresentado é uma revisão bibliográfica e documental e tem a pretensão de contribuir com a ampliação do debate e explicitação das necessidades inerentes a esse contexto por políticas de formação continuada dos professores e, como contraponto, evidenciar os movimentos dos educadores contra hegemônicos antagônicos à linearidade da implantação dessas diretrizes. Universidade Estadual de Maringá2018-10-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/3279110.4025/actascieduc.v40i4.32791Acta Scientiarum. Education; Vol 40 No 4 (2018); e32791Acta Scientiarum. Education; v. 40 n. 4 (2018); e327912178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/32791/751375138389Copyright (c) 2018 Acta Scientiarum. Educationhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessAlmeida, Janaina Aparecida de MattosMartins, Fernando José2022-02-17T22:09:27Zoai:periodicos.uem.br/ojs:article/32791Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2022-02-17T22:09:27Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Continuing teacher training in the brazilian development and its relationship with the cepal guidelines in the 1960s and 1970s
La formación continuada del profesor en el desarrollo brasileño y su relación con las directrices cepalinas nas décadas de 1960-1970
A formação continuada do professor no desenvolvimento brasileiro e sua relação com as diretrizes cepalinas nas décadas de 1960-1970
title Continuing teacher training in the brazilian development and its relationship with the cepal guidelines in the 1960s and 1970s
spellingShingle Continuing teacher training in the brazilian development and its relationship with the cepal guidelines in the 1960s and 1970s
Almeida, Janaina Aparecida de Mattos
public education policies
continuing teacher training
Cepal guidelines.
políticas públicas de educación
formación continuada de los profesores
directrices cepalinas
políticas públicas de educação
formação continuada dos professores
diretrizes cepalinas.
title_short Continuing teacher training in the brazilian development and its relationship with the cepal guidelines in the 1960s and 1970s
title_full Continuing teacher training in the brazilian development and its relationship with the cepal guidelines in the 1960s and 1970s
title_fullStr Continuing teacher training in the brazilian development and its relationship with the cepal guidelines in the 1960s and 1970s
title_full_unstemmed Continuing teacher training in the brazilian development and its relationship with the cepal guidelines in the 1960s and 1970s
title_sort Continuing teacher training in the brazilian development and its relationship with the cepal guidelines in the 1960s and 1970s
author Almeida, Janaina Aparecida de Mattos
author_facet Almeida, Janaina Aparecida de Mattos
Martins, Fernando José
author_role author
author2 Martins, Fernando José
author2_role author
dc.contributor.author.fl_str_mv Almeida, Janaina Aparecida de Mattos
Martins, Fernando José
dc.subject.por.fl_str_mv public education policies
continuing teacher training
Cepal guidelines.
políticas públicas de educación
formación continuada de los profesores
directrices cepalinas
políticas públicas de educação
formação continuada dos professores
diretrizes cepalinas.
topic public education policies
continuing teacher training
Cepal guidelines.
políticas públicas de educación
formación continuada de los profesores
directrices cepalinas
políticas públicas de educação
formação continuada dos professores
diretrizes cepalinas.
description This paper assumes that development and demand for policies of continuing teacher education is founded on historical elements related to the context of the Brazilian development, which have been related to rules and international guidelines since the 1960s. This texts aimed at analyzing this relation, from the perspective of Dialectical and Historical Materialism, by considering the report of Conclusions and Recommendations from the Conference on Education and Economic and Social Development in Latin America, which took place in Santiago, Chile, in 1962, in which the themes education, intensification, teacher improvement are explained as human supports for education and as fundamental strategies to enhance the Brazilian economic development. As for the methodology, this study is a based on the literature review and documentary research and aims at contributing to the growth of debates and presentation of the needs for continuing teacher education policies and, as counterpoint, highlighting the movements of educators against hegemonic antagonistic to the linearity in the implementation of these guidelines. 
publishDate 2018
dc.date.none.fl_str_mv 2018-10-05
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/32791
10.4025/actascieduc.v40i4.32791
url https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/32791
identifier_str_mv 10.4025/actascieduc.v40i4.32791
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/32791/751375138389
dc.rights.driver.fl_str_mv Copyright (c) 2018 Acta Scientiarum. Education
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Acta Scientiarum. Education
https://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 Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Education; Vol 40 No 4 (2018); e32791
Acta Scientiarum. Education; v. 40 n. 4 (2018); e32791
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||
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