Continuing teacher education: an analysis based on the National Education Guidelines and Bases Law (LDB/1996) and the National Curricular Guidelines for the Initial and Continuing Education of Basic Education Teachers (Resolution CNE-CP 2/2015)

Detalhes bibliográficos
Autor(a) principal: Silva, José Moisés Nunes da
Data de Publicação: 2020
Outros Autores: Nunes, Vandernúbia Gomes Cadete
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/5150
Resumo: Article theme is teacher training. Objective is to discuss the continuing teacher education, based on LDB/1996 and Resolution CNE-CP n. 2/2015 (DCN/2015). Methodologically, the research is qualitative, of bibliographic-documental character, relying on authors who study the subject, such as Imbernón, Freire, Gatti and Alvarado-Prada, Freitas and Freitas, among others, and in official regulations (Federal Constitution, laws, decrees and guidelines). The concepts of State, public policies and educational policies and their relations in the context of contemporary society are addressed; literary aspects of continuing teacher education are discussed; and it is analyzed the continuing teacher education at LDB/1996 and DCN/2015. It is concluded that the relationship between State, public policies and educational policies is conditioned by the demands of the labor market, through specific forms of intervention in education, such as the concept of teacher education; that continuing teacher education is fundamental for reading educational reforms and the consequent reflection on professional (de)valorization; that DCN/2015 envisages an advance in continuing teacher training leading to the qualification of educational practice, through possibilities of innovation in educational pedagogical practices; and that LDB/1996 went backwards, as the admission to the teaching profession of professionals with notorious knowledge, denying the existence of specific knowledge of teaching and the valorization of the profession.
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spelling Continuing teacher education: an analysis based on the National Education Guidelines and Bases Law (LDB/1996) and the National Curricular Guidelines for the Initial and Continuing Education of Basic Education Teachers (Resolution CNE-CP 2/2015)Formación docente continua: un análisis basado en la Ley de Directrices y Bases de la Educación Nacional (LDB/1996) y las Directrices Curriculares Nacionales para la Educación Inicial y Continua de los Docentes de Educación Básica (Resolución CNE-CP 2/2015)Formação continuada docente: uma análise a partir da Lei de Diretrizes e Bases da Educação Nacional (LDB/1996) e das Diretrizes Curriculares Nacionais para a Formação Inicial e Continuada de Professores da Educação Básica (Resolução CNE-CP 2/2015)Educational policiesContinuing teacher educationLDB/1996DCN/2015Teaching.Políticas educacionaisFormação continuada docenteLDB/1996DCN/2015Ensino.Políticas educativasFormación continua del profesoradoLDB/1996DCN/2015Enseñanza.Article theme is teacher training. Objective is to discuss the continuing teacher education, based on LDB/1996 and Resolution CNE-CP n. 2/2015 (DCN/2015). Methodologically, the research is qualitative, of bibliographic-documental character, relying on authors who study the subject, such as Imbernón, Freire, Gatti and Alvarado-Prada, Freitas and Freitas, among others, and in official regulations (Federal Constitution, laws, decrees and guidelines). The concepts of State, public policies and educational policies and their relations in the context of contemporary society are addressed; literary aspects of continuing teacher education are discussed; and it is analyzed the continuing teacher education at LDB/1996 and DCN/2015. It is concluded that the relationship between State, public policies and educational policies is conditioned by the demands of the labor market, through specific forms of intervention in education, such as the concept of teacher education; that continuing teacher education is fundamental for reading educational reforms and the consequent reflection on professional (de)valorization; that DCN/2015 envisages an advance in continuing teacher training leading to the qualification of educational practice, through possibilities of innovation in educational pedagogical practices; and that LDB/1996 went backwards, as the admission to the teaching profession of professionals with notorious knowledge, denying the existence of specific knowledge of teaching and the valorization of the profession.El tema del artículo es la formación del profesorado. El objetivo es discutir la formación docente continua a la luz de LDB/1996 y la Resolución CNE-CP n. 2/2015 (DCN/2015). Metodológicamente, la investigación es cualitativa, de cuño bibliográfico-documental y se apoya en autores que discuten el tema, como Imbernón, Freire, Gatti y Alvarado-Prada, Freitas e Freitas, entre otros, y en reglamentos oficiales (constitución, leyes, decretos y directrices). Se abordan los conceptos de Estado, políticas públicas y políticas educativas y sus relaciones en el contexto de la sociedad contemporánea; se discuten aspectos literarios de la formación continua de los profesores; y se analiza la formación continua de los docentes en LDB/1996 y DCN/2015. Se concluye que la relación entre el Estado, las políticas públicas y las políticas educativas está condicionada por las demandas del mercado laboral, por medio de formas específicas de intervención en la educación, como el concepto de formación docente; que la formación docente continua es fundamental para leer las reformas educativas y la consiguiente reflexión sobre la (des)valoración profesional; que las DCN/2015 representan un avance en la formación continua del profesorado, impulsando la calificación de la práctica educativa, por medio de la innovación de prácticas pedagógicas educativas; y que la LDB/1996 fue hacia atrás, con la admisión a la profesión docente de profesionales con conocimiento notorio, negando la existencia de conocimientos específicos de la docencia y la valoración de la profesión.A temática do artigo é a formação de professores. O objetivo é discutir a formação continuada docente à luz da LDB/1996 e da Resolução CNE-CP n. 2/2015 (DCN/2015). Metodologicamente, a pesquisa é qualitativa, de caráter bibliográfico-documental, apoiando-se em autores que tratam da temática, tais como Imbernón, Freire, Gatti e Alvarado-Prada, Freitas e Freitas, entre outros, e em normativas oficiais (constituição, leis, decretos e diretrizes). Abordam-se os conceitos de Estado, políticas públicas e políticas educacionais e suas relações no contexto da sociedade contemporânea; verificam-se aspectos literários da formação continuada docente; e analisa-se a formação continuada docente na LDB/1996 e nas DCN/2015. Conclui-se que a relação Estado, políticas públicas e políticas educacionais é condicionada pelas demandas do mercado de trabalho, mediante formas específicas de intervenção na educação, tais como a concepção de formação dos professores; que a formação continuada docente é fundamental para a leitura das reformas educacionais e o consequente reflexo na (des)valorização profissional; que as DCN/2015 perspectivam um avanço à formação continuada docente conduzindo à qualificação da prática educativa, por meio de possibilidades de inovação das práticas pedagógicas formativas; e que a LDB/1996 retrocedeu, com a admissão no magistério de profissionais com notório saber, negando a existência de saberes específicos da docência e a valorização da profissão.Research, Society and Development2020-07-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/515010.33448/rsd-v9i8.5150Research, Society and Development; Vol. 9 No. 8; e353985150Research, Society and Development; Vol. 9 Núm. 8; e353985150Research, Society and Development; v. 9 n. 8; e3539851502525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/5150/4890Copyright (c) 2020 José Moisés Nunes da Silva, Vandernúbia Gomes Cadete Nunesinfo:eu-repo/semantics/openAccessSilva, José Moisés Nunes daNunes, Vandernúbia Gomes Cadete2020-08-20T18:00:17Zoai:ojs.pkp.sfu.ca:article/5150Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:28:45.544814Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Continuing teacher education: an analysis based on the National Education Guidelines and Bases Law (LDB/1996) and the National Curricular Guidelines for the Initial and Continuing Education of Basic Education Teachers (Resolution CNE-CP 2/2015)
Formación docente continua: un análisis basado en la Ley de Directrices y Bases de la Educación Nacional (LDB/1996) y las Directrices Curriculares Nacionales para la Educación Inicial y Continua de los Docentes de Educación Básica (Resolución CNE-CP 2/2015)
Formação continuada docente: uma análise a partir da Lei de Diretrizes e Bases da Educação Nacional (LDB/1996) e das Diretrizes Curriculares Nacionais para a Formação Inicial e Continuada de Professores da Educação Básica (Resolução CNE-CP 2/2015)
title Continuing teacher education: an analysis based on the National Education Guidelines and Bases Law (LDB/1996) and the National Curricular Guidelines for the Initial and Continuing Education of Basic Education Teachers (Resolution CNE-CP 2/2015)
spellingShingle Continuing teacher education: an analysis based on the National Education Guidelines and Bases Law (LDB/1996) and the National Curricular Guidelines for the Initial and Continuing Education of Basic Education Teachers (Resolution CNE-CP 2/2015)
Silva, José Moisés Nunes da
Educational policies
Continuing teacher education
LDB/1996
DCN/2015
Teaching.
Políticas educacionais
Formação continuada docente
LDB/1996
DCN/2015
Ensino.
Políticas educativas
Formación continua del profesorado
LDB/1996
DCN/2015
Enseñanza.
title_short Continuing teacher education: an analysis based on the National Education Guidelines and Bases Law (LDB/1996) and the National Curricular Guidelines for the Initial and Continuing Education of Basic Education Teachers (Resolution CNE-CP 2/2015)
title_full Continuing teacher education: an analysis based on the National Education Guidelines and Bases Law (LDB/1996) and the National Curricular Guidelines for the Initial and Continuing Education of Basic Education Teachers (Resolution CNE-CP 2/2015)
title_fullStr Continuing teacher education: an analysis based on the National Education Guidelines and Bases Law (LDB/1996) and the National Curricular Guidelines for the Initial and Continuing Education of Basic Education Teachers (Resolution CNE-CP 2/2015)
title_full_unstemmed Continuing teacher education: an analysis based on the National Education Guidelines and Bases Law (LDB/1996) and the National Curricular Guidelines for the Initial and Continuing Education of Basic Education Teachers (Resolution CNE-CP 2/2015)
title_sort Continuing teacher education: an analysis based on the National Education Guidelines and Bases Law (LDB/1996) and the National Curricular Guidelines for the Initial and Continuing Education of Basic Education Teachers (Resolution CNE-CP 2/2015)
author Silva, José Moisés Nunes da
author_facet Silva, José Moisés Nunes da
Nunes, Vandernúbia Gomes Cadete
author_role author
author2 Nunes, Vandernúbia Gomes Cadete
author2_role author
dc.contributor.author.fl_str_mv Silva, José Moisés Nunes da
Nunes, Vandernúbia Gomes Cadete
dc.subject.por.fl_str_mv Educational policies
Continuing teacher education
LDB/1996
DCN/2015
Teaching.
Políticas educacionais
Formação continuada docente
LDB/1996
DCN/2015
Ensino.
Políticas educativas
Formación continua del profesorado
LDB/1996
DCN/2015
Enseñanza.
topic Educational policies
Continuing teacher education
LDB/1996
DCN/2015
Teaching.
Políticas educacionais
Formação continuada docente
LDB/1996
DCN/2015
Ensino.
Políticas educativas
Formación continua del profesorado
LDB/1996
DCN/2015
Enseñanza.
description Article theme is teacher training. Objective is to discuss the continuing teacher education, based on LDB/1996 and Resolution CNE-CP n. 2/2015 (DCN/2015). Methodologically, the research is qualitative, of bibliographic-documental character, relying on authors who study the subject, such as Imbernón, Freire, Gatti and Alvarado-Prada, Freitas and Freitas, among others, and in official regulations (Federal Constitution, laws, decrees and guidelines). The concepts of State, public policies and educational policies and their relations in the context of contemporary society are addressed; literary aspects of continuing teacher education are discussed; and it is analyzed the continuing teacher education at LDB/1996 and DCN/2015. It is concluded that the relationship between State, public policies and educational policies is conditioned by the demands of the labor market, through specific forms of intervention in education, such as the concept of teacher education; that continuing teacher education is fundamental for reading educational reforms and the consequent reflection on professional (de)valorization; that DCN/2015 envisages an advance in continuing teacher training leading to the qualification of educational practice, through possibilities of innovation in educational pedagogical practices; and that LDB/1996 went backwards, as the admission to the teaching profession of professionals with notorious knowledge, denying the existence of specific knowledge of teaching and the valorization of the profession.
publishDate 2020
dc.date.none.fl_str_mv 2020-07-07
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://rsdjournal.org/index.php/rsd/article/view/5150
10.33448/rsd-v9i8.5150
url https://rsdjournal.org/index.php/rsd/article/view/5150
identifier_str_mv 10.33448/rsd-v9i8.5150
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/5150/4890
dc.rights.driver.fl_str_mv Copyright (c) 2020 José Moisés Nunes da Silva, Vandernúbia Gomes Cadete Nunes
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 José Moisés Nunes da Silva, Vandernúbia Gomes Cadete Nunes
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 9 No. 8; e353985150
Research, Society and Development; Vol. 9 Núm. 8; e353985150
Research, Society and Development; v. 9 n. 8; e353985150
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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