Influências finlandesas em currículos de formação continuada de professores brasileiros
This study analyzes Finnish influences in two continuing education courses for teachers promoted by the MAES Network at the Federal Institute of Mato Grosso do Sul, Nova Andradina campus. The MAES Network is made up of Professors from different Federal Institutes, graduates of the Finnish Program VE...
| Autores: | , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2021 |
| País: | Brasil |
| Recursos: | Universidade Federal de Rondônia (UNIR) |
| Repositório: | Educa (Porto Velho) |
| Idioma: | português |
| OAI Identifier: | oai:periodicos.unir.br:article/4723 |
| Acesso em linha: | https://periodicos.unir.br/index.php/EDUCA/article/view/4723 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Professores. Currículo. Formação contínua. 370 – Educação Formación del profesorado. Plan de estudios. Educación finlandesa. Red MAES. Teacher Education. Curriculum. Finnish Education. MAES Network. |
| Resumo: | This study analyzes Finnish influences in two continuing education courses for teachers promoted by the MAES Network at the Federal Institute of Mato Grosso do Sul, Nova Andradina campus. The MAES Network is made up of Professors from different Federal Institutes, graduates of the Finnish Program VET III Teachers for the Future. It is assumed that the Finnish principles of education assist in the design of integrated curricula, which has the potential to promote progress towards integral human development. It is a qualitative, descriptive-exploratory research, with bibliographic and documentary study strategies. Theoretical basis of this research is the principles of curriculum and integrated curriculum and studies about the Finnish educational system. The results indicate that the resumes of idealized courses by MAES Network, the MAES and RE-MAES, approach the curriculum of Finnish model in different aspects such as: understanding the development of skills and abilities in addition to market demands, the valorization of the integration between theory and practice, dialogicity as a vehicle for critical reflection and teaching autonomy in line with the perspective of comprehensive education, which gives an ethical-political character to teacher education. |
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