State of knowledge on teacher training with a focus on higher education and public policies: teacher training in dispute

Detalhes bibliográficos
Autor(a) principal: Lesnieski, Marlon Sandro
Data de Publicação: 2022
Outros Autores: Trevisol, Marcio Giusti, Almeida, Maria de Lourdes Pinto de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Olhar de Professor (Online)
Texto Completo: https://revistas.uepg.br/index.php/olhardeprofessor/article/view/20815
Resumo: This article proposes the discussion about teacher training with a focus on higher education and public policies based on elements of disputes. The aim of the study is to understand what the area of education investigates about teacher training, focusing on higher education policies, in order to provide theoretical subsidies that enable a consistent debate about the implications of educational reforms for teacher training in Brazil. The methodology used was the State of Knowledge and content analysis for data collection, categorization, and analysis. The texts were extracted from the SciELO database. We conclude that it is possible to verify that teacher training is marked by the supremacy of the interests of capital characterized by the theory of competencies and by the BNCC's own skills that permeate Resolution CNE/CP nº 2/2019 and ensure in the field of educational policies the interests of neoliberal privatized groups.
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spelling State of knowledge on teacher training with a focus on higher education and public policies: teacher training in disputeEstado del conocimiento sobre formación docente con enfoque en educación superior y políticas públicas: formación docente en disputaEstado do conhecimento sobre formação docente com enfoque na educação superior e políticas públicas: a formação de professores em disputaFormação docentePolíticas educacionaisPolíticas PúblicasEducaçãoFormação de professoresPolíticas EducacionaisTeacher training. Educational policies. Public policies.EducationTeacher training. Public policies.Formación de profesores. Políticas educativas. Políticas públicas.EducaciónFormación de profesores. Políticas educativas.This article proposes the discussion about teacher training with a focus on higher education and public policies based on elements of disputes. The aim of the study is to understand what the area of education investigates about teacher training, focusing on higher education policies, in order to provide theoretical subsidies that enable a consistent debate about the implications of educational reforms for teacher training in Brazil. The methodology used was the State of Knowledge and content analysis for data collection, categorization, and analysis. The texts were extracted from the SciELO database. We conclude that it is possible to verify that teacher training is marked by the supremacy of the interests of capital characterized by the theory of competencies and by the BNCC's own skills that permeate Resolution CNE/CP nº 2/2019 and ensure in the field of educational policies the interests of neoliberal privatized groups.Este artículo se propone discutir la formación docente con foco en la educación superior y las políticas públicas a partir de elementos de disputa. El objetivo del estudio es comprender lo que el área de educación investiga sobre la formación de profesores, centrándose en las políticas de educación superior, con el objetivo de proporcionar subsidios teóricos que permitan un debate consistente en torno a las implicaciones de las reformas educativas para la formación de profesores en Brasil. La metodología utilizada fue el Estado del Conocimiento y análisis de contenido para la recolección, categorización y análisis de datos. Los textos fueron extraídos de la base de datos SciELO. Concluimos que es posible verificar que la formación docente está marcada por la supremacía de los intereses del capital caracterizado por la teoría de las competencias y por las habilidades propias del BNCC que permean la Resolución CNE/CP n. 2/2019 y que aseguran en el campo de las políticas educativas los intereses de los grupos privados neoliberales.Este artigo propõe discutir a formação docente com enfoque na educação superior e políticas públicas a partir de elementos de disputas. O objetivo do estudo é compreender o que a área da educação investiga sobre formação de professores tendo como enfoque as políticas de educação superior, com vistas a fornecer subsídios teóricos que possibilitem um debate consistente em torno das implicações das reformas educacionais para a formação docente no Brasil. A metodologia utilizada foi a do Estado do Conhecimento e análise de conteúdo para a coleta, categorização e análise dos dados. Os textos foram extraídos da base de dados SciELO. Concluímos que é possível aferir que a formação de professores é marcada pela supremacia dos interesses do capital caraterizado pela teoria das competências e pelas habilidades próprias da BNCC que permeiam a Resolução CNE/CP nº 2/2019 e que asseguram no campo das políticas educacionais os interesses de grupos privatistas de natureza neoliberal.Editora UEPG2022-11-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPDF textTexto PDFTexto PDFapplication/pdfhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/2081510.5212/OlharProfr.v.25.20815.052Olhar de Professor; Bd. 25 (2022): Publicação Contínua; 1-23Olhar de Professor; Vol. 25 (2022): Continuous Publication; 1-23Olhar de Professor; Vol. 25 (2022): Publicación Continua; 1-23Olhar de Professor; Vol. 25 (2022): Publicação Contínua; 1-23Olhar de Professor; v. 25 (2022): Publicação Contínua; 1-231984-01871518-5648reponame:Olhar de Professor (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/20815/209209217087Copyright (c) 2022 Doutorando Marlon Sandro Lesnieski, Dr. Marcio Giusti Trevisol, Dr.ª Maria de Lourdes Pinto de Almeidahttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccess Lesnieski, Marlon SandroTrevisol, Marcio Giusti Almeida, Maria de Lourdes Pinto de2023-03-08T01:37:19Zoai:uepg.br:article/20815Revistahttps://revistas2.uepg.br/index.php/olhardeprofessor/indexPUBhttps://revistas2.uepg.br/index.php/olhardeprofessor/oaiolhardeprofessor@uepg.br||1984-01871518-5648opendoar:2023-03-08T01:37:19Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv State of knowledge on teacher training with a focus on higher education and public policies: teacher training in dispute
Estado del conocimiento sobre formación docente con enfoque en educación superior y políticas públicas: formación docente en disputa
Estado do conhecimento sobre formação docente com enfoque na educação superior e políticas públicas: a formação de professores em disputa
title State of knowledge on teacher training with a focus on higher education and public policies: teacher training in dispute
spellingShingle State of knowledge on teacher training with a focus on higher education and public policies: teacher training in dispute
Lesnieski, Marlon Sandro
Formação docente
Políticas educacionais
Políticas Públicas
Educação
Formação de professores
Políticas Educacionais
Teacher training.
Educational policies.
Public policies.
Education
Teacher training.
Public policies.
Formación de profesores.
Políticas educativas.
Políticas públicas.
Educación
Formación de profesores.
Políticas educativas.
title_short State of knowledge on teacher training with a focus on higher education and public policies: teacher training in dispute
title_full State of knowledge on teacher training with a focus on higher education and public policies: teacher training in dispute
title_fullStr State of knowledge on teacher training with a focus on higher education and public policies: teacher training in dispute
title_full_unstemmed State of knowledge on teacher training with a focus on higher education and public policies: teacher training in dispute
title_sort State of knowledge on teacher training with a focus on higher education and public policies: teacher training in dispute
author Lesnieski, Marlon Sandro
author_facet Lesnieski, Marlon Sandro
Trevisol, Marcio Giusti
Almeida, Maria de Lourdes Pinto de
author_role author
author2 Trevisol, Marcio Giusti
Almeida, Maria de Lourdes Pinto de
author2_role author
author
dc.contributor.author.fl_str_mv Lesnieski, Marlon Sandro
Trevisol, Marcio Giusti
Almeida, Maria de Lourdes Pinto de
dc.subject.por.fl_str_mv Formação docente
Políticas educacionais
Políticas Públicas
Educação
Formação de professores
Políticas Educacionais
Teacher training.
Educational policies.
Public policies.
Education
Teacher training.
Public policies.
Formación de profesores.
Políticas educativas.
Políticas públicas.
Educación
Formación de profesores.
Políticas educativas.
topic Formação docente
Políticas educacionais
Políticas Públicas
Educação
Formação de professores
Políticas Educacionais
Teacher training.
Educational policies.
Public policies.
Education
Teacher training.
Public policies.
Formación de profesores.
Políticas educativas.
Políticas públicas.
Educación
Formación de profesores.
Políticas educativas.
description This article proposes the discussion about teacher training with a focus on higher education and public policies based on elements of disputes. The aim of the study is to understand what the area of education investigates about teacher training, focusing on higher education policies, in order to provide theoretical subsidies that enable a consistent debate about the implications of educational reforms for teacher training in Brazil. The methodology used was the State of Knowledge and content analysis for data collection, categorization, and analysis. The texts were extracted from the SciELO database. We conclude that it is possible to verify that teacher training is marked by the supremacy of the interests of capital characterized by the theory of competencies and by the BNCC's own skills that permeate Resolution CNE/CP nº 2/2019 and ensure in the field of educational policies the interests of neoliberal privatized groups.
publishDate 2022
dc.date.none.fl_str_mv 2022-11-13
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
PDF text
Texto PDF
Texto PDF
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/20815
10.5212/OlharProfr.v.25.20815.052
url https://revistas.uepg.br/index.php/olhardeprofessor/article/view/20815
identifier_str_mv 10.5212/OlharProfr.v.25.20815.052
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/20815/209209217087
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv 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 Editora UEPG
publisher.none.fl_str_mv Editora UEPG
dc.source.none.fl_str_mv Olhar de Professor; Bd. 25 (2022): Publicação Contínua; 1-23
Olhar de Professor; Vol. 25 (2022): Continuous Publication; 1-23
Olhar de Professor; Vol. 25 (2022): Publicación Continua; 1-23
Olhar de Professor; Vol. 25 (2022): Publicação Contínua; 1-23
Olhar de Professor; v. 25 (2022): Publicação Contínua; 1-23
1984-0187
1518-5648
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reponame_str Olhar de Professor (Online)
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