POLÍTICAS EDUCACIONAIS PARA FORMAÇÃO DE PROFESSORES PARA A EDUCAÇÃO BÁSICA E O COMPROMISSO SOCIAL DA UNIVERSIDADE

• DOI: https://doi.org/10.22533/at.ed.4432102089

• Palavras-chave: Políticas Educacionais. Diretrizes Curriculares. Formação de Professores. Educação Básica

• Keywords: Educational Policies. Curriculum Guidelines. Teacher Training. Basic Education.

• Abstract:

  This article discusses the role of educational policies and the University’s social commitment to teachers’, pre-service training and professional development. In the proposal of the National Curriculum Guidelines on Basic Education Teacher Training, formative processes are related to the mastery of the knowledge of an area, the experience at school and the critical awareness of one’s own training process, which broadens the debate on the elaboration and organization of the curricula for teaching degree programs. As a consequence, the issue involving the professional development of higher education teachers themselves is paramount to better understand such proposal, which involves interinstitutional partnerships, continuous dialogue and a better contact with schools. From this perspective, it assumes that the construction of a cultural education project for teaching degree teachers, focusing on a training based on research that includes contradictions, inequalities and social pluralism, may re-define teachers’ political commitment and broaden knowledge and skills. The running of such project, however, is closely related to the social commitment of the university as a space for training, critical analysis and knowledge production, which requires investments in teacher training and the possibility of partnerships between higher education and basic education so that the current, fragile and fragmented design for teacher training can be overcome.

• Número de páginas: 10