Saberes, formação, profissionalização ou "notório saber": o que é preciso para ser professor?

• Autor(a) principal: Sonia Maria Soares de Oliveira
• Data de Publicação: 2018
• Outros Autores: Antonio Ivanilo Bezerra de Oliveira, Fátima Maria Leitão Araújo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UFMG
• Texto Completo: https://doi.org/10.25190/rec.v6i1.2158; http://hdl.handle.net/1843/58474; https://orcid.org/0000-0003-3161-717X
• topic: Formação de professores; Saberes docentes; Profissionalização docente; Formação de professores; Livre-Docência

The overall purpose of this article is to reflect on the learning process and necessary knowledge for teachers’ professional development. Researches in the field of education have been indicating that the role of teachers is neither restricted to vocation nor related to a set of techniques learned in a preparation course, but it is due to a context of extreme complexity. In view of such a relevant issue, we have developed a bibliographical research based on scholars such as Nóvoa (1995), Gauthier (1998), Veiga (2008), Tardif (2012), among others, as they have published important studies regarding this subject-matter. Results suggest that researches concerning teacher preparation take into account the complexity of formative processes and the development of domain-specific knowledge. However, contrary to researches and updated trends, the current Brazilian government, through a package of reforms addressed to education, proposes the “notorious knowledge”, which enables a person with a bachelor’s degree to work as a teacher, being required only to prove additional knowledge related to the subject even if the professional has not been licensed to be a teacher. The principle of flexibility within the teaching career was confirmed by Law 13.415/2017, which added to the art. 61 of National Educational Bases and Guidelines Law, the components related to the “notorious knowledge”. Even being restricted to technical education, its possibility is something to worry about, because such practice creates precedents to become common in other teaching areas. For this reason, we came to the conclusion that such situations corroborate to deprive teaching as a profession.