Curricular reforms and teacher training: implicações para a docência
This article aims at research the Resolution No. 2, approved on July 1, 2015, which defines the National Curricular Guidelines for initial training at higher education undergraduate courses, educational training courses for graduates and second undergraduate courses and for continuing education, app...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Revista HISTEDBR on-line |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8654652 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/histedbr/article/view/8654652 |
| Access Level: | acceso abierto |
| Palabra clave: | Curricular reform Teacher training Teaching Reforma curricular Formación del profesor Docencia Formação de professores Docência |
| Sumario: | This article aims at research the Resolution No. 2, approved on July 1, 2015, which defines the National Curricular Guidelines for initial training at higher education undergraduate courses, educational training courses for graduates and second undergraduate courses and for continuing education, approved by the National Education Council. It aims to analyze the conceptions of teacher education present in referred Resolution and its consequences for the theoretical and methodological field of teaching. The study characterized as bibliographic and documentary research. The State action, through the National Curriculum Guidelines for teacher training, reinforces the primacy of learning to learn, thus reducing the theoretical grounds, which involve an emptying of the human training of teachers and students of basic education. |
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