Public Curricular Policies and Teacher Training Needs: analysis of publications in ENPEC

Abstract

Following the standardization of Brazilian education with the promulgation of the Law of Guidelines and Bases of Education of National Education, in its first version in the 1960s, and the current Law No. 9,394 of 1996, public curricular policies were launched that guided the structuring of school curricula. Currently, the National Common Curricular Base standardizes the curricular organization, supporting the construction of State and Municipal Curricular References. With these curricular demands arising from public policy guidelines, Training Needs arise that need to be addressed in teacher training spaces, both initial and in training processes (understood as training courses that follow initial training). Thus, this study aims to answer the following problem: what are the implications of public curricular policies in the construction of teacher training spaces-time, especially those that dialogue with Training Needs? Methodologically, a bibliographic analysis was carried out in the annals of the National Meeting of Research in Science Education and the data analysis was guided by the assumptions of Discursive Textual Analysis, emerging the analytical category “Public Policies and Teacher Training”. It is noted that the training space-time initiatives have occurred, mainly, in conjunction with the Education Departments.