As Humanidades na formação de professores do 1º Ciclo do Ensino Básico em Portugal
In this article, we discuss changes in the training of 1st Cycle Basic Education teachers in Portugal resulting from the reforms driven by the Bologna Process. Through a hermeneutic approach, we explored the results of semi-structured interviews carried out with four directors\coordinators of master...
| Autores: | , |
|---|---|
| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Recursos: | Universidade Federal de Sergipe (UFS) |
| Repositorio: | Revista Tempos e Espaços em Educação (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.ufs.emnuvens.com.br:article/20391 |
| Acesso em linha: | https://periodicos.ufs.br/revtee/article/view/20391 |
| Access Level: | acceso abierto |
| Palavra-chave: | Teacher training. University education. Bologna Process. Formación de profesores. Enseñanza superior. Proceso de Bolonia. Formação docente. Ensino superior. Processo de Bolonha. |
| Resumo: | In this article, we discuss changes in the training of 1st Cycle Basic Education teachers in Portugal resulting from the reforms driven by the Bologna Process. Through a hermeneutic approach, we explored the results of semi-structured interviews carried out with four directors\coordinators of master's courses at universities and polytechnic institutes, the analysis of the pedagogical and curricular projects of the courses and the decrees that provide for the legal regime of degrees and higher education and teacher training diplomas in the country. With the help of Martha Nussbaum, we problematize the space for studying humanities in courses. We conclude that the managers and objectives of master's degrees for professional qualification in the 1st Cycle of Basic Education in Portugal demonstrate isolated efforts to promote and encourage humanistic elements in teacher training, prevailing, however, professional training through skills. |
|---|