SABERES DOCENTES NA FORMAÇÃO INICIAL DE PROFESSORES NO BRASIL UMA ANÁLISE DA BNC-FORMAÇÃO
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Universidade Franciscana |
Texto Completo: | http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1199 |
Resumo: | In the present study, the theme was the initial training of teachers in Brazil and, as an object of study, the discursive practices about the initial training of teachers for basic education. The direction of current policies and legal guidelines aimed at initial teacher training for basic education in the country were problematized. As analysis material, BNC-Formação was chosen, as it is an official document that directs the initial training of teachers in the present time. It is understood that legal and normative documents, such as the BNC-Formação, are materializations of discourses from fields that struggle to establish and spread their truth. It is possible to perceive that there are positions and production of meanings from discursive formations of a certain historical context. It was determined as a general objective to understand which teaching knowledge constitutes the initial training of teachers in Brazil in the BNC-Formação. More specifically, it was intended to identify the propositions related to teaching within the initial training of teachers based on the analysis of Resolution CNE/CP Nº 2 - Common National Base for the Initial Training of Basic Education Teachers (BNC Formação, 2019). A bibliographical review was carried out on the initial formation of teachers in order to explore the subject studied. For the analysis of materiality, the notion of discourse inspired by Foucauldian studies was used. In reading and analyzing the enunciations present in the BNC-Formação, discursive recurrences were identified, which were grouped into three categories of analysis: 1) development of competences; 2) teacher accountability and performance; 3) know-how and the practical function of being a teacher. It was understood that, in the last three decades, a new discursivity has been disseminated in the initial formation of teachers, which seeks to form enterprising professionals who must permanently invest in themselves, be productive and competitive. In the neoliberal business rationale, teacher training has been linked to the capitalization of knowledge, to performance as a teaching practice and to teaching linked to what is considered useful and of value to the market. |
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Morgenstern , Juliane MarschallPensin , Daniela PederivaSantos , Eliane Aparecida Galvão dosAmbrós, Danieli Martins2023-09-14T13:14:05Z2023-05-30Ambrós, Danieli Martins. SABERES DOCENTES NA FORMAÇÃO INICIAL DE PROFESSORES NO BRASIL UMA ANÁLISE DA BNC-FORMAÇÃO. 2023. 86f. Dissertação( Mestrado Acadêmico em Ensino de Humanidades e Linguagens) - Universidade Franciscana, Santa Maria - RS.http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1199In the present study, the theme was the initial training of teachers in Brazil and, as an object of study, the discursive practices about the initial training of teachers for basic education. The direction of current policies and legal guidelines aimed at initial teacher training for basic education in the country were problematized. As analysis material, BNC-Formação was chosen, as it is an official document that directs the initial training of teachers in the present time. It is understood that legal and normative documents, such as the BNC-Formação, are materializations of discourses from fields that struggle to establish and spread their truth. It is possible to perceive that there are positions and production of meanings from discursive formations of a certain historical context. It was determined as a general objective to understand which teaching knowledge constitutes the initial training of teachers in Brazil in the BNC-Formação. More specifically, it was intended to identify the propositions related to teaching within the initial training of teachers based on the analysis of Resolution CNE/CP Nº 2 - Common National Base for the Initial Training of Basic Education Teachers (BNC Formação, 2019). A bibliographical review was carried out on the initial formation of teachers in order to explore the subject studied. For the analysis of materiality, the notion of discourse inspired by Foucauldian studies was used. In reading and analyzing the enunciations present in the BNC-Formação, discursive recurrences were identified, which were grouped into three categories of analysis: 1) development of competences; 2) teacher accountability and performance; 3) know-how and the practical function of being a teacher. It was understood that, in the last three decades, a new discursivity has been disseminated in the initial formation of teachers, which seeks to form enterprising professionals who must permanently invest in themselves, be productive and competitive. In the neoliberal business rationale, teacher training has been linked to the capitalization of knowledge, to performance as a teaching practice and to teaching linked to what is considered useful and of value to the market.No presente estudo, teve-se como temática a formação inicial de professores no Brasil e, como objeto de estudo, as práticas discursivas acerca da formação inicial de professores para a educação básica. Problematizou-se o direcionamento das atuais políticas e diretrizes legais voltadas à formação inicial de professores para a educação básica no país. Como material de análise, optou-se pela BNC-Formação, por tratar se de um documento oficial que direciona a formação inicial de professores no tempo presente. Entende-se que os documentos legais e normativos, como a BNC Formação, são materializações de discursos provenientes de campos de saber que lutam para instituir e difundir a sua verdade. É possível perceber que há posicionamentos e produção de sentidos a partir de formações discursivas de um determinado contexto histórico. Determinou-se como objetivo geral compreender quais saberes docentes constituem a formação inicial de professores no Brasil na BNC-Formação. Mais especificamente, pretendeu-se identificar as proposições relacionadas à docência presentes na formação inicial de professores a partir da análise da Resolução CNE/CP Nº 2 – Base Nacional Comum para a Formação Inicial de Professores da Educação Básica (BNC-Formação, 2019). Realizou-se uma revisão bibliográfica sobre a formação inicial de professores a fim de explorar a temática estudada. Para a análise da materialidade, utilizou-se a noção de discurso inspirada nos estudos foucaultianos. Na leitura e análise das enunciações presentes na BNC Formação, identificaram-se recorrências discursivas, as quais foram agrupadas em três categorias de análise: 1) desenvolvimento de competências; 2) responsabilização e desempenho do professor; 3) o saber-fazer e a função prática do ser professor. Compreendeu-se que, nas últimas três décadas, tem se disseminado uma nova discursividade na formação inicial de professores, que busca formar profissionais empreendedores que devem investir permanentemente em si mesmos, ser produtivos e competitivos. Na racionalidade neoliberal empresarial, a formação de professores tem se vinculado à capitalização do conhecimento, ao desempenho como performance docente e ao fazer docente atrelado ao que é considerado útil e de valor para o mercado.Submitted by Clarice Rosa Machado (clarice.machado@ufn.edu.br) on 2023-09-14T13:14:05Z No. of bitstreams: 2 Danieliambrós_MEHL_vi (1).pdf: 800844 bytes, checksum: 3ca2a48e321c3b715724cd2c0b288b7d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2023-09-14T13:14:05Z (GMT). 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dc.title.por.fl_str_mv |
SABERES DOCENTES NA FORMAÇÃO INICIAL DE PROFESSORES NO BRASIL UMA ANÁLISE DA BNC-FORMAÇÃO |
title |
SABERES DOCENTES NA FORMAÇÃO INICIAL DE PROFESSORES NO BRASIL UMA ANÁLISE DA BNC-FORMAÇÃO |
spellingShingle |
SABERES DOCENTES NA FORMAÇÃO INICIAL DE PROFESSORES NO BRASIL UMA ANÁLISE DA BNC-FORMAÇÃO Ambrós, Danieli Martins Formação inicial de professores; Políticas educacionais; BNC-Formação. Initial teacher training; Educational policies; BNC-Formação Humanidades e Linguagens |
title_short |
SABERES DOCENTES NA FORMAÇÃO INICIAL DE PROFESSORES NO BRASIL UMA ANÁLISE DA BNC-FORMAÇÃO |
title_full |
SABERES DOCENTES NA FORMAÇÃO INICIAL DE PROFESSORES NO BRASIL UMA ANÁLISE DA BNC-FORMAÇÃO |
title_fullStr |
SABERES DOCENTES NA FORMAÇÃO INICIAL DE PROFESSORES NO BRASIL UMA ANÁLISE DA BNC-FORMAÇÃO |
title_full_unstemmed |
SABERES DOCENTES NA FORMAÇÃO INICIAL DE PROFESSORES NO BRASIL UMA ANÁLISE DA BNC-FORMAÇÃO |
title_sort |
SABERES DOCENTES NA FORMAÇÃO INICIAL DE PROFESSORES NO BRASIL UMA ANÁLISE DA BNC-FORMAÇÃO |
author |
Ambrós, Danieli Martins |
author_facet |
Ambrós, Danieli Martins |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Morgenstern , Juliane Marschall |
dc.contributor.referee1.fl_str_mv |
Pensin , Daniela Pederiva |
dc.contributor.referee2.fl_str_mv |
Santos , Eliane Aparecida Galvão dos |
dc.contributor.author.fl_str_mv |
Ambrós, Danieli Martins |
contributor_str_mv |
Morgenstern , Juliane Marschall Pensin , Daniela Pederiva Santos , Eliane Aparecida Galvão dos |
dc.subject.por.fl_str_mv |
Formação inicial de professores; Políticas educacionais; BNC-Formação. |
topic |
Formação inicial de professores; Políticas educacionais; BNC-Formação. Initial teacher training; Educational policies; BNC-Formação Humanidades e Linguagens |
dc.subject.eng.fl_str_mv |
Initial teacher training; Educational policies; BNC-Formação |
dc.subject.cnpq.fl_str_mv |
Humanidades e Linguagens |
description |
In the present study, the theme was the initial training of teachers in Brazil and, as an object of study, the discursive practices about the initial training of teachers for basic education. The direction of current policies and legal guidelines aimed at initial teacher training for basic education in the country were problematized. As analysis material, BNC-Formação was chosen, as it is an official document that directs the initial training of teachers in the present time. It is understood that legal and normative documents, such as the BNC-Formação, are materializations of discourses from fields that struggle to establish and spread their truth. It is possible to perceive that there are positions and production of meanings from discursive formations of a certain historical context. It was determined as a general objective to understand which teaching knowledge constitutes the initial training of teachers in Brazil in the BNC-Formação. More specifically, it was intended to identify the propositions related to teaching within the initial training of teachers based on the analysis of Resolution CNE/CP Nº 2 - Common National Base for the Initial Training of Basic Education Teachers (BNC Formação, 2019). A bibliographical review was carried out on the initial formation of teachers in order to explore the subject studied. For the analysis of materiality, the notion of discourse inspired by Foucauldian studies was used. In reading and analyzing the enunciations present in the BNC-Formação, discursive recurrences were identified, which were grouped into three categories of analysis: 1) development of competences; 2) teacher accountability and performance; 3) know-how and the practical function of being a teacher. It was understood that, in the last three decades, a new discursivity has been disseminated in the initial formation of teachers, which seeks to form enterprising professionals who must permanently invest in themselves, be productive and competitive. In the neoliberal business rationale, teacher training has been linked to the capitalization of knowledge, to performance as a teaching practice and to teaching linked to what is considered useful and of value to the market. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-09-14T13:14:05Z |
dc.date.issued.fl_str_mv |
2023-05-30 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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Ambrós, Danieli Martins. SABERES DOCENTES NA FORMAÇÃO INICIAL DE PROFESSORES NO BRASIL UMA ANÁLISE DA BNC-FORMAÇÃO. 2023. 86f. Dissertação( Mestrado Acadêmico em Ensino de Humanidades e Linguagens) - Universidade Franciscana, Santa Maria - RS. |
dc.identifier.uri.fl_str_mv |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1199 |
identifier_str_mv |
Ambrós, Danieli Martins. SABERES DOCENTES NA FORMAÇÃO INICIAL DE PROFESSORES NO BRASIL UMA ANÁLISE DA BNC-FORMAÇÃO. 2023. 86f. Dissertação( Mestrado Acadêmico em Ensino de Humanidades e Linguagens) - Universidade Franciscana, Santa Maria - RS. |
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http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1199 |
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por |
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Universidade Franciscana |
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Mestrado Acadêmico em Ensino de Humanidades e Linguagens |
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UFN |
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Ensino de Humanidades e Linguagens |
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Universidade Franciscana |
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