Teacher Training Policies and Teacher Valorization: the problematic trajectory of legal rameworks

• Autor(a) principal: Oliveira, Natália Cristina de
• Data de Publicação: 2023
• Outros Autores: Ferreira, Camila Aparecida, Silva, Wania Costa da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação e Políticas em Debate
• Texto Completo: https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/68607
• topic: Política de Formação de Professores; Valorização Docente; Marcos Legais Educacionais; Training Teachers Policies; Teachers Valuation; Educational Legal Frameworks; Política de Formación Docente; Apreciación del maestro; Marcos Legales Educativos

This study aims to analyze the historical trajectory of the educational policies for teacher training, in order to make visible the continuities and discontinuities of the specific legislation, for instance: the Mutual Education Law (15/10/1827), the creation of the Normal Schools (19/04/1879); the National Education Guidelines and Bases Law (LDB of 1961 and 1971); the LDB of 1996 and the National Education Plans (2001 and 2024) intertwined with Teachers Training policies and their respective historical contexts, based on the review of specific literature and the content analysis used in the Educational Policies discipline. It is possible to understand the state is the main articulator and proposer of these policies, and these, in turn, imply choices and decisions which encompass various segments of society, such as individuals, social and cultural groups and institutions. Thus, the historical meanings of these policies are elements for understanding the manner they are elaborated in a given society. Also, a brief discussion on the professionalization and valorization of the teaching profession is highlighted. In conclusion, although the educational laws for teachers training aim at certain objectives, plans and appoint those responsible for their implementation, there has not been a concise teacher training project throughout Brazilian history, and it has only met the needs of the hegemonic classes of each era.