Models of K-12 Teacher Training: who do we train?

Detalhes bibliográficos
Autor(a) principal: Coimbra, Camila Lima
Data de Publicação: 2020
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação & Realidade
Texto Completo: https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/91731
Resumo: This article is based on a research project on the curricular models that guide the teacher training and aims at tracing the historical course of K-12 teacher training in Brazil. Three models are identified in this trajectory: content model, transition model and resistance model. The regulatory milestones for this training are analyzed for the understanding of the historical, cultural and social contexts constructed from the 1930s to 2015, from a perspective of progressive education and training. The initial question, who do we form? leads us to verify the coexistence of the three models in the current scenario and the necessary appreciation of the resistance model for its historical characteristics in the search for dialogue as an important dimension of a transformative education. 
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spelling Models of K-12 Teacher Training: who do we train?Os Modelos de Formação de Professores/as da Educação Básica: quem formamos?Formação de professores/asEducação BásicaLicenciaturaTeacher trainingK-12 educationTeaching LicenseThis article is based on a research project on the curricular models that guide the teacher training and aims at tracing the historical course of K-12 teacher training in Brazil. Three models are identified in this trajectory: content model, transition model and resistance model. The regulatory milestones for this training are analyzed for the understanding of the historical, cultural and social contexts constructed from the 1930s to 2015, from a perspective of progressive education and training. The initial question, who do we form? leads us to verify the coexistence of the three models in the current scenario and the necessary appreciation of the resistance model for its historical characteristics in the search for dialogue as an important dimension of a transformative education. Este artigo advém de um projeto de pesquisa sobre os modelos curriculares que norteiam a formação docente, e tem como objetivo traçar o percurso histórico da formação de professores/as da Educação Básica no Brasil. São identificados três modelos nesta trajetória: modelo conteudista, modelo de transição e modelo de resistência. Os marcos regulatórios para esta formação são objeto de análise para a compreensão dos contextos históricos, culturais e sociais construídos desde a década de 1930 até 2015, em uma perspectiva de educação e formação progressistas. A pergunta inicial: quem formamos? nos leva a constatar a coabitação dos três modelos no cenário atual e a necessária valorização ao modelo de resistência por suas características históricas na busca da dialogicidade como dimensão importante de uma educação transformadora. FACED - UFRGS2020-02-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/91731Educação & Realidade [Education & Reality]; Vol. 45 No. 1 (2020)Educação & Realidade; v. 45 n. 1 (2020)2175-62360100-3143reponame:Educação & Realidadeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporenghttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/91731/56117https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/91731/56118Copyright (c) 2020 Camila Lima Coimbrahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCoimbra, Camila Lima2022-10-11T15:04:42Zoai:seer.ufrgs.br:article/91731Revistahttps://seer.ufrgs.br/educacaoerealidadePUBhttps://seer.ufrgs.br/educacaoerealidade/oai||educreal@ufrgs.br2175-62360100-3143opendoar:2022-10-11T15:04:42Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Models of K-12 Teacher Training: who do we train?
Os Modelos de Formação de Professores/as da Educação Básica: quem formamos?
title Models of K-12 Teacher Training: who do we train?
spellingShingle Models of K-12 Teacher Training: who do we train?
Coimbra, Camila Lima
Formação de professores/as
Educação Básica
Licenciatura
Teacher training
K-12 education
Teaching License
title_short Models of K-12 Teacher Training: who do we train?
title_full Models of K-12 Teacher Training: who do we train?
title_fullStr Models of K-12 Teacher Training: who do we train?
title_full_unstemmed Models of K-12 Teacher Training: who do we train?
title_sort Models of K-12 Teacher Training: who do we train?
author Coimbra, Camila Lima
author_facet Coimbra, Camila Lima
author_role author
dc.contributor.author.fl_str_mv Coimbra, Camila Lima
dc.subject.por.fl_str_mv Formação de professores/as
Educação Básica
Licenciatura
Teacher training
K-12 education
Teaching License
topic Formação de professores/as
Educação Básica
Licenciatura
Teacher training
K-12 education
Teaching License
description This article is based on a research project on the curricular models that guide the teacher training and aims at tracing the historical course of K-12 teacher training in Brazil. Three models are identified in this trajectory: content model, transition model and resistance model. The regulatory milestones for this training are analyzed for the understanding of the historical, cultural and social contexts constructed from the 1930s to 2015, from a perspective of progressive education and training. The initial question, who do we form? leads us to verify the coexistence of the three models in the current scenario and the necessary appreciation of the resistance model for its historical characteristics in the search for dialogue as an important dimension of a transformative education. 
publishDate 2020
dc.date.none.fl_str_mv 2020-02-27
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://seer.ufrgs.br/index.php/educacaoerealidade/article/view/91731
url https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/91731
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/91731/56117
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/91731/56118
dc.rights.driver.fl_str_mv Copyright (c) 2020 Camila Lima Coimbra
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Camila Lima Coimbra
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv FACED - UFRGS
publisher.none.fl_str_mv FACED - UFRGS
dc.source.none.fl_str_mv Educação & Realidade [Education & Reality]; Vol. 45 No. 1 (2020)
Educação & Realidade; v. 45 n. 1 (2020)
2175-6236
0100-3143
reponame:Educação & Realidade
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Educação & Realidade
collection Educação & Realidade
repository.name.fl_str_mv Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv ||educreal@ufrgs.br
_version_ 1799766988323553280

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