Formação de professores como objeto de estudo da política educacional: contribuições da democracia deliberativa para uma análise da meta 15 do PNE 2014-2024
This article discusses the need to approach teacher training as an object of educational policy study. Part of the process of approval of the National Education Plan (Law 13,005 / 2014), which determines, in its goal 15, necessary measures for the training of teachers. The focus is the discussion ab...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | Brasil |
| Institución: | Editora Autêntica |
| Repositorio: | Formação Docente (Associação Nacional de Pós-Graduação e Pesquisa em Educação) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs2.www.revformacaodocente.com.br:article/137 |
| Acceso en línea: | https://www.revformacaodocente.com.br/index.php/rbpfp/article/view/137 |
| Access Level: | acceso abierto |
| Palabra clave: | Formação de professores PNE 2014-2024 Meta 15 Democracia Deliberativa Teacher training Goal 15 Deliberative Democracy |
| Sumario: | This article discusses the need to approach teacher training as an object of educational policy study. Part of the process of approval of the National Education Plan (Law 13,005 / 2014), which determines, in its goal 15, necessary measures for the training of teachers. The focus is the discussion about the role of the collaboration regime and social participation in the construction of teacher training strategies. The first part of the argument states that the history of teacher training in the country has gone through many setbacks, especially in relation to the role of collaboration between the federated entities. Secondly, the parliamentary debate for the elaboration of the goal 15 indicates that teacher training needs a national policy, denoting the strong embarrassment between the role of the Union and the other federated entities - as already National Education Plan - PNE 2001-2010 - and in the preparation and implementation of the School Development Plan (PDE). Finally, it is discussed how the collaboration regime presents demands for participation of the school community, civil society, in processes of management of the school environment. The article offers some heuristic conclusions for the study of the object in question. |
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