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- Title
Reflexiones sobre Novo Ensino Médio: Análisis de perspectivas y evaluación de profesores y estudiantes en relación a los cursos de Formación Inicial.
- Authors
Luiz Lemes, Isadora; dos Santos, Renato P.
- Abstract
Recently in Brazil, there has been the ratification of a normative document called the National Common Curricular Base, which emphasizes the minimum content that should be addressed in schools from Early Childhood Education to High School. Linked to this, there is also the National Common Base for Teacher Education, which has already been ratified as a proposal. The objective of this work is to discuss, through a theoretical framework, the proposals addressed in these documents and subsequently examine, through the narratives of teachers who have already graduated or are still in training, what they consider needs to be reformulated in the courses they have taken, also taking into account the perceptions of the participating teachers regarding initial education. It is important to highlight that the mentioned documents support the discussion but were not used for analysis. The methodology used aimed to understand the position of teachers regarding the necessary changes in the undergraduate courses they completed, conducting a discursive textual analysis of the excerpts from their statements. Here, it is important to raise the importance of discussing the requirements for teacher education and for education as a whole, recognizing the weaknesses presented in the official documents that indicate the urgency of bringing these discussions to the field of teacher education. The data demonstrate that teachers already consider it important to review initial education and point out what they believe to be the most urgent changes regarding undergraduate courses, with an emphasis on the inclusion of more practical experiences during the undergraduate program, mastery of teaching methods by the teacher trainers, among other aspects.
- Subjects
BRAZIL; EARLY childhood education; SECONDARY education; TEACHING methods; TEACHER education; UNDERGRADUATE programs
- Publication
Paradigma, 2023, Vol 44, Issue 4, p186
- ISSN
1011-2251
- Publication type
Article
- DOI
10.37618/paradigma.1011-2251.2023.p186-206.id1441