PROCESSOS EDUCATIVOS: A FORMAÇÃO DE PROFESSORES E AS DIMENSÕES DO CURRÍCULO DIALOGANDO COM AS DIFERENÇAS
O presente texto teve como objetivo entender as intencionalidades, as possibilidades e os desafios relacionados a formação de professores e a dimensão do currículo, dialogando com as diferenças a partir das Diretrizes Curriculares do Estado de Goiás (DCGO), por meio de um estudo qualitativo bibliográfico e documental. Integra a um projeto de pesquisa realizado em 2020 e 2022, financiado pelo Centro Universitário de Mineiros (UNIFIMES). O desafio que encontramos na análise dos documentos é que a educação deve ser entendida a partir de uma perspectiva inclusiva, valorizando as diferenças, respeitando a diversidade e representando a igualdade social.
PROCESSOS EDUCATIVOS: A FORMAÇÃO DE PROFESSORES E AS DIMENSÕES DO CURRÍCULO DIALOGANDO COM AS DIFERENÇAS
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DOI: 10.22533/at.ed.0272222116
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Palavras-chave: Processos Formativos. Formação de Professores. Currículo. Diferenças.
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Keywords: Formative Processes. Teacher training. Resume. differences.
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Abstract:
The present text aimed to understand the intentions, possibilities and challenges related to teacher training and the dimension of the curriculum, dialoguing with the differences from the Curricular Guidelines of the State of Goiás (DCGO), through a study bibliographic and documentary qualitative. It is part of a research project carried out in 2020 and 2022, funded by the Centro Universitário de Mineiros (UNIFIMES). The challenge we find in analyzing the documents is that education must be understood from an inclusive perspective, valuing differences, respecting diversity and representing social equality.The present text aimed to understand the intentions, possibilities and challenges related to teacher training and the dimension of the curriculum, dialoguing with the differences from the Curricular Guidelines of the State of Goiás (DCGO), through a study bibliographic and documentary qualitative. It is part of a research project carried out in 2020 and 2022, funded by the Centro Universitário de Mineiros (UNIFIMES). The challenge we find in analyzing the documents is that education must be understood from an inclusive perspective, valuing differences, respecting diversity and representing social equality.The present text aimed to understand the intentions, possibilities and challenges related to teacher training and the dimension of the curriculum, dialoguing with the differences from the Curricular Guidelines of the State of Goiás (DCGO), through a study bibliographic and documentary qualitative. It is part of a research project carried out in 2020 and 2022, funded by the Centro Universitário de Mineiros (UNIFIMES). The challenge we find in analyzing the documents is that education must be understood from an inclusive perspective, valuing differences, respecting diversity and representing social equality.The present text aimed to understand the intentions, possibilities and challenges related to teacher training and the dimension of the curriculum, dialoguing with the differences from the Curricular Guidelines of the State of Goiás (DCGO), through a study bibliographic and documentary qualitative. It is part of a research project carried out in 2020 and 2022, funded by the Centro Universitário de Mineiros (UNIFIMES). The challenge we find in analyzing the documents is that education must be understood from an inclusive perspective, valuing differences, respecting diversity and representing social equality.
- Marcelo Máximo Purificação
- Elisângela Maura Catarino
