Teacher Education in Brazil and Continuing Education: Political Disputes, Curriculum Guidelines, and Challenges in Teacher Professional Development.
Teacher education in Brazil is one of the central pillars for understanding and addressing contemporary educational challenges, in a landscape marked by structural inequalities and constant curricular reforms. This study aims to analyze the process of professional development for teachers through continuing education, investigating its impacts, challenges, and the implications of recent educational policies on pedagogical practice. The theoretical framework traces the historical panorama of teacher education, from Normal Schools to contemporary guidelines, using Historical-Cultural Theory to understand teaching as a social and dialectical process. Methodologically, the research adopts a qualitative approach, involving bibliographic, documentary, and field- y methods. Data collection was conducted through semi-structured interviews with 22 early childhood educators in the municipality of Ibiporã, Paraná, with the data subjected to Bardin’s content analysis. The results reveal that, although continuing education is recognized by teachers as vital for methodological updating, there are significant obstacles, such as work overload and the disconnect between theoretical proposals and the reality of everyday school life. There is also a tension between Resolution CNE/CP No. 2/2015, which advocates for critical training, and Resolution CNE/CP No. 2/2019 (BNC-Formação), which prioritizes a technical-instrumental approach aligned with the BNCC. We believe that strengthening teachers’ professional identity requires public policies that go beyond mere curricular standardization, fostering spaces for collective construction, critical reflection, and the improvement of the structural conditions of teaching work.
Teacher Education in Brazil and Continuing Education: Political Disputes, Curriculum Guidelines, and Challenges in Teacher Professional Development.
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DOI: https://doi.org/10.22533/at.ed.05586226100313
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Palavras-chave: Teacher Education. Continuing Education. Professional Development. Educational Policies. Early Childhood Education.
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Keywords: Teacher Education. Continuing Education. Professional Development. Educational Policies. Early Childhood Education.
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Abstract:
Teacher education in Brazil is one of the central pillars for understanding and addressing contemporary educational challenges, in a landscape marked by structural inequalities and constant curricular reforms. This study aims to analyze the process of professional development for teachers through continuing education, investigating its impacts, challenges, and the implications of recent educational policies on pedagogical practice. The theoretical framework traces the historical panorama of teacher education, from Normal Schools to contemporary guidelines, using Historical-Cultural Theory to understand teaching as a social and dialectical process. Methodologically, the research adopts a qualitative approach, involving bibliographic, documentary, and field- y methods. Data collection was conducted through semi-structured interviews with 22 early childhood educators in the municipality of Ibiporã, Paraná, with the data subjected to Bardin’s content analysis. The results reveal that, although continuing education is recognized by teachers as vital for methodological updating, there are significant obstacles, such as work overload and the disconnect between theoretical proposals and the reality of everyday school life. There is also a tension between Resolution CNE/CP No. 2/2015, which advocates for critical training, and Resolution CNE/CP No. 2/2019 (BNC-Formação), which prioritizes a technical-instrumental approach aligned with the BNCC. We believe that strengthening teachers’ professional identity requires public policies that go beyond mere curricular standardization, fostering spaces for collective construction, critical reflection, and the improvement of the structural conditions of teaching work.
- Adriano da Silva Moreira
- Adriana Regina de Jesus
