School management to where? or Where is school management headed?
The research addresses the training of educators in Brazil, through the analysis of two resolutions: Resolution CNE nº 01/2006 and Resolution CNE nº 02/2019. The central question of this study asks whether the objectives and curricular organization directed at the training of educators and, in parti...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2024 |
| Country: | Brasil |
| Institution: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repository: | Revista e-Curriculum |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/65679 |
| Online Access: | https://revistas.pucsp.br/index.php/curriculum/article/view/65679 |
| Access Level: | Open access |
| Keyword: | teacher education school management CNE Resolution No. 02/2019 CNE Resolution No. 01/2006 formación de pedagogos gestión escolar Resolución CNE 02/2021 Resolución CNE 01/2006 formação de pedagogos gestão escolar Resolução CNE nº 02/2019 Resolução CNE nº 01/2006 |
| Summary: | The research addresses the training of educators in Brazil, through the analysis of two resolutions: Resolution CNE nº 01/2006 and Resolution CNE nº 02/2019. The central question of this study asks whether the objectives and curricular organization directed at the training of educators and, in particular, school support activities outlined in the current guidelines (Brazil, 2006a) are in line with the curricular proposal of CNE Resolution No. 02/2019. The study proposes a documentary approach by examining regulatory documents from 1939, 1969, and 2015. The conclusions indicate that, until the end of the 20th century, the educator's profile was geared towards the training of specialists with a focus on activities in school management. However, Resolution CNE No. 02/2019 emphasizes training for the workplace, with teaching as the exclusive focus, relegating management to a complementary role. |
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