Teacher Training In Brazil Research Articles

INITIAL AND CONTINUING TRAINING OF BASIC EDUCATION TEACHERS: A REFLECTION ON EDUCATIONAL INEQUALITIES

This paper presents a qualitative research, entitled “Initial and continuing education of Basic Education teachers: a reflection on educational inequalities in Brazil”. Its objective is to identify the level of education of Basic Education teachers in Brazil. And the following problem was investigated: is initial and continuing education accessible to all Basic Education teachers in full exercise in Brazil? Regarding the methodology, the study used documentary research, through the search for documents related to the Brazilian Basic Education Census on the website of the Ministry of Education - MEC and the National Institute of Studies and Educational Research Anísio Teixeira - INEP, published in the years 2020 and 2023. And 02 documents were found containing the technical summary of the Basic Education Census, related to the years 2020 and 2023. After analysis, comparing the 2020 Census with that of 2023, the results showed that there was a small growth in the level of teacher training in Brazil, although it is not clear by what means this training was acquired, whether by a public or private institution, thus making educational inequalities and exclusion, regarding the initial and continuing training of basic education teachers in Brazil, almost imperceptible.

#QuadrosDiscentes: Research into memes and art in teacher training in Brazil and Spain

In this paper we reflect on and present the results of part of a research project we conducted in academic years 2018-2019 and 2019-2020 with students of the Double Degree in Infant and Primary Education of the University of Girona - UdG (Catalonia, Spain) and students of the Degree in Visual Arts of Santa Catarina State University - UDESC (Brazil), concerning Internet memes and their linguistic strategies. In order to bring the two fields of study together and facilitate collaboration, a closed group within the Facebook social network was used as a space of interaction between the research subjects. The researchers took part in the experience, in accordance with the protocols of the action research method. The results point towards reflections and potential modifications that could be introduced in new research into how to learn and teach about volatile images—typical of cyberculture—in educational processes for teacher training.

Leitura e escrita acadêmica na formação inicial de professores: Que letramentos?

From a historical perspective on the initial training of teachers in Brazil, a survey of research developed was carried out, locating in articles published in the last two decades the modes of functioning of the school institution, in the continuous movement of learning-teaching-learning reading and academic writing. Historically, Brazil has presented many difficulties in universalizing the learning of reading and writing in a socially significant way. In the direction of the formation of the critical citizen, we discuss the difficulties to make academic reading and writing effective as processes of forming and transforming the condition of citizenship of the Brazilian population. Proceeding with a qualitative approach, the articulation between the lines of investigation of the selected studies, which focused on teacher training, teaching work and the construction of a teacher's professional identity, were analyzed in the defense that being a teacher is to develop a work based on a solid specific training and that initial training courses should also be concerned with teacher professionalization (Nóvoa, 2017). In the case of initial training, it should allow students to go through teaching and learning experiences that are based on the use and reflection of the characteristics of academic writing, so that future teachers know how to deal with the prescriptions inherent to their work context and document their experiences, as the written record becomes part of a routine developed since initial training when the triad reading is adopted, analysis and production of academic texts as a formative and evaluative principle. In this sense, the analyses carried out reveal that academic literacy should permeate the entire initial training of teachers, with objective prescriptions, considering the autonomy of the trainer to plan and replan his classes coherently with his didactic-methodological choices (Mizukami, 2005-2006; 2000), in a political and pedagogical project committed to an education linked to more assertive teaching practices (Gatti, 2014; André et. al., 2010), with academic writing as one of the constitutive elements of a socially referenced quality education.

O QUE REVELAM OS DOCUMENTOS OFICIAIS PARA A FORMAÇÃO INICIAL DE PROFESSORES DA EDUCAÇÃO BÁSICA NO BRASIL E NO ESTADO DE SÃO PAULO

This investigation is part of research in the field of teacher training. It is the result of an ongoing doctoral study and its main objective is to analyze the conceptual guidelines for professional teacher training recommended in the resolutions on teacher training in Brazil. Based on the National Curriculum Guidelines for teacher training, the article asks: what is the professional teacher profile expressed in these documents for working in basic education schools? Documentary analysis was used to answer this question. The documentary corpus of this research comprises the following public documents available online: a) CNE/CP Resolutions 1/2002 and 2/2002; b) CNE/CP Resolution 2/2015; c) CNE/CP Resolution 2/2019; d) CNE/CP Resolution 1/2006; e) CEE/SP Deliberations 111/2012 and 154/2017; f) Political Pedagogical Project of the Pedagogy Course at São Paulo State University, Presidente Prudente Campus. The study signals a profound setback for teacher training. CNE/CP Resolution 2/2019 determines the organization of a standardized curriculum in line with the learning prescribed in the National Common Core Curriculum for Basic Education, with the centrality of practice as its guiding principles. In this way, it imposes a curriculum for the country's degree courses that vehemently affronts the constitutional principle of didactic-scientific and administrative autonomy and the plurality of pedagogical conception of Brazilian universities. In addition, the distance between the university and the school has an impact on the compulsory supervised internship.

A educação do corpo na formação de professoras

Abstract This study was motivated by understanding of the perspective of education of the body of women in teacher training included in the educational practices of the Londrina State Institute of Education (IEEL), in the 1970s. To consider the historiographical category of education of the body, the research focused on the studies of Norbert Elias ( 1993 , 2011 ). Thinking with Elias, the historiographical category of education of the body is understood as an educational process in which individuals, throughout their lives, internalize and naturalize behaviors and build a personality and self-awareness that are specific to the social structure and networks of relationships of which they are part. Through analyzing the educational practices of the body that permeated teacher training in Brazil, from a procedural perspective, it was possible to understand the existence of three formative parameters. Considering these formative parameters and the available historical sources (meeting minutes, reports, subject programs and pedagogical proposals), we approached a perspective of education of the body that permeated the educational dynamics of IEEL in the city of Londrina, Paraná, seeking to train a woman/teacher who was competent and responsible, presented polite behavior, had self-control over her own body and emotions, and who did not forget her role as a woman in a society in which family representation and the home were still responsibilities strongly attributed to her.

50 years of the FAED pedagogy course: trajectories and history, contributions to teaching and confessional teaching in Brazil

The theme of this article is within the scope of research on the history of teacher training in Brazil, especially in the context of confessional institutions. It stands out as an object of research the contributions of the Pedagogy Course of the Adventist College of Education - FAED. This college was the first institution linked to this religious denomination and to promote teacher training at a higher level in Brazil. Founded in 1973, its presupposition was the realization of the evangelizing philosophical-educational ideal of its founders. The central objective of the investigation was to understand the contributions to teacher education. Among other considerations, it was possible to state that, due to its organization as a boarding school, the Faculty received students from different regions of Brazil, and many of these graduates, mainly those from Pedagogy, upon graduation, returned to their cities or states of origin, thus propagating the training model and pedagogical culture based on the religious principles of its sponsor. The assumptions of analysis are based on the new cultural history and oral history.

Geometric Constructions in the Current Math Teacher Training Courses at the Federal University of Mato Grosso do Sul

Background: Math teacher training in Brazil has been the subject of numerous studies under the most diverse approaches. From a historiographical perspective, we can highlight the performance of the Oral History and Mathematics Education Group and the History of Mathematics Education in the Research Group, both acting more directly with the narratives. Disciplines with the content of Geometric Constructions have historically been part of the training of Mathematics teachers. At issue in this text is the contribution of these disciplines to the formation of future teachers. Objective: This paper adds elements to mapping Mat teacher training and performance in the state of Mato Grosso do Sul and in Brazil, expanding discussions about the state and the possible role of geometric disciplines in undergraduate courses. Design: We present the normative documents of such courses and disciplines and the narratives, in the end, comparing the relevant literature for their analysis based on the researchers' questions. Environment and participants: Courses of Math Teacher Training at the Federal University of Mato Grosso do Sul – Brazil. The time frame of the research ranged from 2004 to 2019, the period in which the seven interviewees taught the subjects mentioned earlier. Data collection and analysis: The narratives of the interviewees, the teaching materials presented by them, and the normative documents are analyzed. Results: The narratives and pertinent literature allowed us a dispersive look, which turned outside the narratives themselves, having in them the triggering movement of reflections. Thus, we could produce questions and possible answers to such inquiries. Conclusions: Among the final notes, the following stand out: the importance of these disciplines, identified as “basic” in the course, to recover Geometry contents that students should have studied in Basic Education; the relevance of failure as a stimulus for the study; and the choice of materials that focus on other aspects of geometry. Such subjects are often intended for the substitute teacher, and there is no prior training to work in this discipline with a specific focus on teacher training.

Interdisciplinary teaching practices in STEAM education in Brazil

This study explored primary school teachers’ self-efficacy beliefs about interdisciplinary teaching practices related to science, technology, engineering, arts and mathematics (STEAM) education and project-based learning to understand teacher perceptions and practices and to recommend some teacher training according to the national curricular standards in Brazil. Qualitative data were gathered using semi-structured interviews carried out with in-service teachers, which were supplemented by a questionnaire featuring both closed-ended and open-ended questions. The data were subsequently subjected to quantitative analysis. The findings reveal that while most teachers are familiar with and incorporate project-based learning into their pedagogical approaches, their awareness of and training in STEAM education are limited. Nevertheless, teachers perceived themselves as being very competent across most STEAM domains, including interdisciplinary curricular integration and projects. Chemistry, physics and arts are exceptions, with lower levels of teacher self-efficacy when compared to the other disciplines. This article examines the implications of these findings for pedagogical practices and teacher training in Brazil, while addressing what are teachers’ current perceptions of STEAM practices, encompassing project-based learning and interdisciplinarity. It identifies the training requirements necessary to enhance their confidence in teaching science, while integrating arts-related subjects.

PERSPECTIVAS DE FORMAÇÃO DE PROFESSORES NOS TRABALHOS DA FEIRA CATARINENSE DE MATEMÁTICA: UM OLHAR PARA A CATEGORIA PROFESSOR

ABSTRACT: Teacher training in Brazil has been the focus of interest and research in recent decades and has contributed to the understanding and advancement of the area. However, when its direction moves towards Mathematics Fair, research is still incipient. To contribute to this data change, the present study is the result of qualitative research centered on the problem: what teacher training perspectives can be revealed from the written texts from works presented in the category Santa Catarina’s teachers at Math Fair? For this purpose, the corpus of analysis consisted of 38 publications registered from annals, relating to the category Teacher, for the period from 2014 to 2019. The descriptive and interpretative analysis of the corpus revealed that there are different perspectives for teacher training: one is more prominently, closer to practical rationality; another is more related to critical rationality; and, finally, a third one that is related to technical rationality. Therefore, it is possible to evidence a tendency of the lecturing teacher to report practices, which seek to overcome the traditional, prominently valuing the actions from their own successful experiences, but also with a view from the praxis. We conclude by indicating the relevance of discussions in the scope of the Math Fair about the implications of each identified training perspective, as well as suggesting problematizing the Teacher category.

Analysis of the Open University of Brazil Program as a National Policy for Public Distance Education in Brazil

This paper aims to understand how free distance education policies in Brazil, the Open University of Brazil (OUB) System, and public relations between this program and the weakening of distance education in Brazilian public education. Discuss the relationships between DE and teacher training in Brazil, as well as the program's weaknesses in directing teaching, and engage in dialogue with DE resistances in other areas of training in Brazilian public universities. We point out the ineffectiveness of expanding vacancies to train teachers and the perspective of planning the use of distance education in public universities, or what leads to the growing resistance to this model of education within institutions. Finally, that to strengthen distance education in Brazilian public education, and it is necessary to set aside programs of unstable duration, such as the OUB, and to think about public policies that affect the regularity and breadth of training areas in distance education.

Between territories and knowledge practices. Challenges with indigenous teacher training in Brazil

In Brazil, indigenous claims for the right to maintain their specific ways of living and thinking, maintaining and using their own languages, cultures, and modes of production, and the re-elaboration and transmission of knowledge have resulted in the development of intercultural teacher training programs in Brazilian universities. The discussions presented here take as a reference the experiences of the authors in the Intercultural Training Course for Indigenous Educators (FIEI) developed and offered at the Federal University of Minas Gerais (UFMG) since 2006. We highlight significant aspects of the training of indigenous teachers in the constant flow between villages and university in progressive processes of deterritorialization and reciprocal recognition. We present the approach to the notion of territory that supports our analysis and describe three curricular components of the course from the perspective of different territorialities: the teaching internship, the intermodules in a specific qualification, and the research monographs resulting from “academic paths.” We conclude that the FIEI experience is not only a training process for indigenous students, but it also engenders the transformation of everyone involved.

University extension and teacher training in Brazil: the Zoology Summer Course

Teacher training in higher education has been relatively neglected in Brazilian universities because postgraduate programs are mainly focused on the research that students produce. However, these postgraduate students are expected to become the next university and college professors. Herein, we present the experience of the Zoology Summer Course, a university extension course organized by graduate students from the Zoology Graduate Program at the University of São Paulo, Brazil. This course was created aimed to provide graduate students with an opportunity to develop and practice their teaching skills. To understand the influences, motives, and legacy of the CVZOO on its organizers, we developed a questionnaire and evaluated the responses by focusing on elements of academic formation and prospects for a teaching career, using systematic content analysis procedures as parameters. Our results demonstrate the importance of CVZOO as a space of dialogue and interaction for professional teacher training, as well as an opportunity to exchange experiences and build professional identity. The course has also influenced other academic activities such as the organization of scientific events, mentoring experience, and publications. Lastly, we discuss the importance of teacher training in Brazilian graduate programs and propose initiatives to improve the training of future university teachers.
 Keywords: Graduation; Extension Course; Students; Biodiversity
 
 Extensão universitária e formação docente no Brasil: o Curso de Verão em Zoologia 
 Resumo: A formação docente universitária tem sido bastante negligenciada em universidade brasileiras, uma vez que programas de pós-graduação focam majoritariamente na produção acadêmico-científica de seus alunos. No entanto, espera-se que os pós-graduandos sejam a próxima geração de professores universitários. Neste estudo, nós apresentamos a experiência do Curso de Verão em Zoologia da Universidade de São Paulo, Brasil. Este curso foi criado com o objetivo de proporcionar aos estudantes de pós-graduação a oportunidade de desenvolver e praticar suas habilidades para docência. No intuito de entender as influências, motivações e legado do CVZOO em seus organizadores, nós desenvolvemos um questionário e avaliamos as respostas buscando elementos da formação acadêmica e prospecção para a carreira docente, usando procedimentos de análise de conteúdo como parâmetros Os resultados demonstram a importância do CVZOO como um espaço de diálogo e interação com a prática docente bem como uma oportunidade para trocar experiências e construir uma identidade profissional. O curso tem influenciado em outras atividades acadêmicas, tais como organização de eventos científicos, orientação de alunos e publicações. Por fim, este artigo discute a importância da formação docente em programas de pós-graduação no Brasil e propõe algumas iniciativas para melhorar a formação dos futuros professores universitários.
 Palavras-chave: Pós-Graduação; Curso de Extensão; Estudantes; Biodiversidade

The state of knowledge concerning the relationship to knowing in teacher training

This state of knowledge research aims to map the scientific production on the relationship to knowing in teacher training in Brazil, as well as categorize the multiple approaches and perspectives of publications on this theme. Data has been collected from the following academic databases: CAPES (a Brazilian federal government agency that stands for Coordination for the Improvement of Higher Education Personnel), Scopus, SciELO and REPERES (Network of Research on the Relationship to Knowing). This study has originated from skimming titles and abstracts of articles, dissertations and theses whose data have been processed in the light of discursive textual analysis, which involves a cycle of operations that deconstruct a corpus so as to categorize the analysis units. At the end of this stage, the following categories have emerged: school learning, school experience, knowledges (in the plural form) and formative processes. The results disclose the relevance of teachers in the pursuit of a career path with inquisitive attitudes that valorize the Other through a humanistic, dialogic and knowledge-sharing perspective. There is an emergence of Professors/Researchers who reconstruct knowledge, and therefore providing meaning to different knowledges, regardless if these are curricular, disciplinary, professional or experiential. All in all, it has been concluded that the relationship to knowing in teacher training leads to accounting not only for existing difficulties in the process of “learning to learn”, but also for the teacher’s role as mediator between knowledges, the world, his Self and the Other.

New public policy for teacher training in Brazil: Vincent van Gogh as an inspiration for the action of the Pedagogical Residency program?

In Brazil, in 2018, the federal government proposed the creation of a new public education policy, the Pedagogical Residence program, as one of the actions that integrate the National Teacher Training Policy. The primary function of the Pedagogical Residence program is to support Higher Education Institutions in the implementation of innovative projects that stimulate the articulation between theory and practice in undergraduate courses managed in conjunction with public basic education networks. This paper aims to analyze the possibilities of articulation between art and human formation based on van Gogh's proposal for the formation of a Studio of the South, as inspiration for the performance/training of teachers within the Brazilian Pedagogical Residency program. As a methodological mechanism we used bibliographic and documental of works related to van Gogh's biography and letters exchanged between the painter and his associates, as well as texts by researchers in the field of teacher training and teacher artists. The article is divided in two parts: the first provides a brief description of Vincent van Gogh's life, focusing on his proposal to train artists in a creative atelier, the Studio of the South. The second component of the text presents some aspects of the relationship between art and teacher training, aiming to list arguments around the formation of teachers based on the van Goghian idea.

O tema da prática na pedagogia histórico-crítica

Neste artigo, divulgamos resultados do balanço do tema da prática no pensamento de Dermeval Saviani, tomando como obra central Pedagogia Histórico-Crítica. Este trabalho insere-se em pesquisa mais ampla, que teve como foco o estudo teórico da noção de “de “prática como critério de verdade”, aprofundando o entendimento desta categoria (a) na obra de Barata-Moura; (b) na obra de Marx e Engels; (c) nas proposições que sustentam as posições histórico-críticas sobre a formação de professores no Brasil e (d) nas teses e dissertações produzidas com a explícita finalidade de discutir a prática como norteadora da formação de professores. Nos move o esforço do inventário crítico das concepções de prática nas proposições que, reivindicando o materialismo histórico e dialético, estão subsidiando e fundamentando a formação de professores.

A temática das comunidades tradicionais brasileiras na formação inicial dos professores

Este trabalho discute a formação de professores no Brasil, que é formado por uma sociedade multicultural e pluriétnica, porém, nos cursos de formação inicial e no currículo oficial da escola, ainda se produz a ideologia eurocêntrica, cristã, heterossexual e branca. Tem como objetivo discutir a necessidade da inclusão no eixo central da organização curricular dos cursos de formação de professores, mais disciplinas que discutem a temática relacionada com as comunidades tradicionais brasileiras. Realizou-se uma pesquisa qualitativa, combinada com análise de conteúdo. Os resultados demonstraram que a discussão do tema em sala de aula ocorre apenas em datas pontuais. Conclui-se que a atual formação inicial docente precisa ser repensada e de um realinhamento curricular.

Trabalho docente instrumentalizado na política de formação de professores no Brasil: Uma abordagem histórica e teórico-pilosófica

O texto aborda a política/gestão de formação de professores no Brasil e ancora-se nos resultados da pesquisa “Política/gestão da formação de professores na perspectiva da filosofia da práxis: tensão entre as perspectivas econômico-corporativa e ético-política”. O objetivo da investigação da qual resulta esta reflexão consistiu em explicitar – sob o ponto de vista histórico e teórico-filosófico – a instrumentalização do trabalho docente no processo de formação de professores, sem desconsiderar a existência teórico-prática da perspectiva formativa emancipadora fundamentada nos princípios ético-políticos e da filosofia da práxis. Na consecução do objetivo proposto utilizamos o referencial teórico-metodológico histórico e crítico-dialético e o projeto foi desenvolvido por meio das pesquisas bibliográfica e empírico-documental. Neste artigo, objetivamos discutir os fundamentos da política/gestão de formação dos professores brasileiros na perspectiva instrumental e sua relação com o trabalho docente. A pesquisa revelou, sob o ponto de vista histórico e teórico-filosófico, que a formação de professores no Brasil, tendencialmente, ocorreu na perspectiva instrumental, com a priorização da dimensão técnico-pedagógica em relação à político-cultural. Todavia, a instrumentalização do trabalho docente não se constitui de forma linear ou desprovida das contradições tensionadas pelas forças que vêm lutando por uma educação e formação de professores numa perspectiva substantiva, libertária e emancipadora.

A Formação Acadêmica Em Educação Física Adaptada No Brasil

Adapted Physical Education (APE) is a remarkable facilitator for rehabilitation, quality of life and social inclusion process of people with disabilities. The academic background of the Physical Education teacher in Brazil is important for the development of sports and physical activities of this population. This essay, through a qualitative approach, aims to conduct a reflection on the academic training of the APE area in Brazil. The academic education of APE in Brazil grows and evolves constantly. There is a noticeable increase in the number of disciplines contemplating the subject in Higher Education Institutions, in both undergraduate and postgraduate courses, emphasizing the knowledge produced by education, research, and extension as a fundamental part of the Physical Education teachers’ curriculum and also improvement actions promoted by government institutions to expand teacher training in Brazil.

Os Modelos de Formação de Professores/as da Educação Básica: quem formamos?

RESUMO: Este artigo advém de um projeto de pesquisa sobre os modelos curriculares que norteiam a formação docente, e tem como objetivo traçar o percurso histórico da formação de professores/as da Educação Básica no Brasil. São identificados três modelos nesta trajetória: modelo conteudista, modelo de transição e modelo de resistência. Os marcos regulatórios para esta formação são objeto de análise para a compreensão dos contextos históricos, culturais e sociais construídos desde a década de 1930 até 2015, em uma perspectiva de educação e formação progressistas. A pergunta inicial: quem formamos? nos leva a constatar a coabitação dos três modelos no cenário atual e a necessária valorização ao modelo de resistência por suas características históricas na busca da dialogicidade como dimensão importante de uma educação transformadora.

Considerações sobre os indicadores de formação docente no Brasil

Resumo Neste artigo buscamos analisar e tecer algumas considerações a respeito dos indicadores divulgados pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira/Ministério da Educação sobre a formação de professores nos cursos de licenciatura no Brasil. Os dados selecionados para análise e discussão foram retirados das sinopses estatísticas fornecidas entre os anos de 2001 e 2015 e compreendem o número de vagas oferecidas, de ingressos e de concluintes por cursos de graduação. A partir da análise dos dados, podemos observar que, embora o número de vagas tenha aumentado no período, os cursos de licenciatura ainda apresentam baixa procura e muitas vagas ociosas. Os cursos de Física têm o menor número de concluintes em comparação com os outros cursos analisados. Essa realidade pode ser influenciada por diferentes fatores, entre os quais a baixa procura por cursos de licenciatura e a alta taxa de evasão.