AS POLÍTICAS PARA FORMAÇÃO DOCENTE: O QUE CONQUISTAMOS?

Alexandre de Oliveira Ferreira; Wilson Honorato Aragão; Wellingta Magnólia L.L. Andrade

doi:10.22481/praxisedu.v15i35.5686

AS POLICES FOR TEACHER EDUCATION: WHAT HAVVE ACHIEVED?

Authors

Alexandre de Oliveira Ferreira Universidade Federal da Paraíba - Brasil http://orcid.org/0000-0002-9596-232X
Wilson Honorato Aragão Universidade Federal da Paraíba - Brasil http://orcid.org/0000-0002-3202-7713
Wellingta Magnólia L.L. Andrade E. Municipal E. F. Américo Falcão (João Pessoa) – Brasil http://orcid.org/0000-0003-0946-1447

DOI:

https://doi.org/10.22481/praxisedu.v15i35.5686

Keywords:

Legality, Initial training, Policies

Abstract

This article aims to reflect through the documentary analysis and literature the policies for teacher training at the core of what we have achieved and what we have receded in the legal framework of civil society, seeking to punctuate the dynamics which the legislation is established. Still, it focuses the reflection based on the decade of the Plano de Educação Nacional / 2001-2010, in the second PNE 2014-2024 and the Guidelines for initial training, which has pointed out the possibility of an organic initial teacher training. As well, as the reform of the Middle School generated changes in the formative level. Thus, we present a discussion regarding the policies for initial formation, with the intention of thinking valorization and professional devaluation in the contradictions of the legal plan.

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Author Biographies

Alexandre de Oliveira Ferreira, Universidade Federal da Paraíba - Brasil

Mestre em Educação pela Universidade Federal da Paraíba (UFPB), Centro de Educação (CE); Programa de Pós-Graduação em Educação (PPGE). Doutorando em Educação pela Universidade Federal da Paraíba; Centro de Educação (CE); Programa de Pós-Graduação em Educação (PPGE). Membro do Grupo de Pesquisa Políticas Educacionais, Exclusão, Inclusão e Diversidade.

Wilson Honorato Aragão, Universidade Federal da Paraíba - Brasil

Wilson Honorato Aragão - Doutor em Educação pela Universidade Federal do Rio Grande do Norte, Professor no Centro de Educação da Universidade Federal da Paraíba (UFPB) e do Programa de Pós-Graduação em Educação, Diretor do Centro de Educação UFPB. Coordenador do Grupo de Pesquisa Políticas Educacionais, Exclusão, Inclusão e Diversidade.

Wellingta Magnólia L.L. Andrade, E. Municipal E. F. Américo Falcão (João Pessoa) – Brasil

Mestre em Educação pela Universidade Federal da Paraíba, Centro de Educação (CE); Programa de Pós-Graduação em Educação (PPGE). Gestora Escolar da E. Municipal E, F, Américo Falcão – João Pessoa – PB. Professora no Cintep/FNSL. Membro do Grupo de Pesquisa em Formação Docente.

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Published

2019-10-01

How to Cite

FERREIRA, A. de O.; Aragão W. H.; ANDRADE, W. M. L. AS POLICES FOR TEACHER EDUCATION: WHAT HAVVE ACHIEVED?. Práxis Educacional, Vitória da Conquista, v. 15, n. 35, p. 352-371, 2019. DOI: 10.22481/praxisedu.v15i35.5686. Disponível em: https://periodicos2.uesb.br/index.php/praxis/article/view/5686. Acesso em: 24 aug. 2024.

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Issue

Vol. 15 No. 35 (2019): out/dez. Dossiê temático: Ensinar e Aprender: Metodologias e Estratégias

Section

Artigos

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