Directrices de la Unesco para la formación continua del profesorado en América Latina y el Caribe: estándares y aprendizaje colaborativo
This article aims to discuss the guidelines proposed by United Nations Educational, Scientific and Cultural Organization (Unesco) for the continuing teacher education in the context of the Regional Strategy on Teachers in Latin America and the Caribbean. It is based on a bibliographic documentary me...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal do Maranhão (UFMA) |
| Repositorio: | Revista Educação e Emancipação |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs2.periodicoseletronicos.ufma.br:article/20559 |
| Acceso en línea: | https://periodicoseletronicos.ufma.br/index.php/reducacaoemancipacao/article/view/20559 |
| Access Level: | acceso abierto |
| Palabra clave: | collaborative professional learning continuing teacher education Unesco aprendizaje profesional colaborativo formación continua del profesorado aprendizagem profissional colaborativa formação continuada de professores |
| Sumario: | This article aims to discuss the guidelines proposed by United Nations Educational, Scientific and Cultural Organization (Unesco) for the continuing teacher education in the context of the Regional Strategy on Teachers in Latin America and the Caribbean. It is based on a bibliographic documentary methodology and highlights the relationship between continuing teacher education and the recommendations of international organizations which consider that teachers and teacher training are central aspects in order to guarantee quality education taking into account the neoliberal reforms undertaken in the educational field, especially since the 1990s. Unesco's emphasis on the standardization of policies for the continuing teacher education, on student learning outcomes and on the defense of collaborative professional learning models show the gap in theory and the forward movement of practical rationality - aspects that distance teaching and learning processes from the perspective of education for human emancipation. |
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