Biblioteca Digital de VanguardiaBNC-Education and the Continuing Education of teachers
In a study on recent teacher formative policies, we highlight the new Curricular Guidelines for Initial Formation of Basic Education Teachers, which establish the Common National Base for Initial Education of Basic Education Teachers (BNC-Education), recently approved on December 19, through Ordinan...
| Autores principales: | , |
|---|---|
| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués Inglés |
| Publicado: |
Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara
2021
|
| Materias: | |
| Acceso en línea: | https://periodicos.fclar.unesp.br/rpge/article/view/13875 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/66053 |
| _version_ | 1782338609001529344 |
|---|---|
| author | Nogueira, Adrinelly Lemes Borges, Maria Célia |
| author_facet | Nogueira, Adrinelly Lemes Borges, Maria Célia |
| author_sort | Nogueira, Adrinelly Lemes |
| collection | Repositorio |
| description | In a study on recent teacher formative policies, we highlight the new Curricular Guidelines for Initial Formation of Basic Education Teachers, which establish the Common National Base for Initial Education of Basic Education Teachers (BNC-Education), recently approved on December 19, through Ordinance No. 2,167, which has been disfiguring the teacher formation that has been historically defended. In view of this note, we aim to propose a reflection on the new BNC-Education and its possible impacts on the continuing education of teachers. We carried out a qualitative study and, through a bibliographical research and documentary analysis, we structured the present reflection. Our analysis showed that the continuing education of Basic Education teachers has been negatively impacted by the new resolution, representing setbacks for education in the theoretical-scientific and practical aspects, and also with gains for the educational market assumptions. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO66053 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués Inglés |
| publishDate | 2021 |
| publisher | Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara |
| record_format | greenstone |
| spelling | clacso-CLACSO660532022-03-18T19:30:42Z BNC-Education and the Continuing Education of teachers BNC-Formación de Profesores y la Formación Continua de profesores A BNC-Formação e a Formação Continuada de professores Nogueira, Adrinelly Lemes Borges, Maria Célia BNC-Formação Formação continuada Políticas de formação de professores BNC-Education Continuing education Public policies on teacher formation BNC-Formación Formación continua Políticas de formación de profesores In a study on recent teacher formative policies, we highlight the new Curricular Guidelines for Initial Formation of Basic Education Teachers, which establish the Common National Base for Initial Education of Basic Education Teachers (BNC-Education), recently approved on December 19, through Ordinance No. 2,167, which has been disfiguring the teacher formation that has been historically defended. In view of this note, we aim to propose a reflection on the new BNC-Education and its possible impacts on the continuing education of teachers. We carried out a qualitative study and, through a bibliographical research and documentary analysis, we structured the present reflection. Our analysis showed that the continuing education of Basic Education teachers has been negatively impacted by the new resolution, representing setbacks for education in the theoretical-scientific and practical aspects, and also with gains for the educational market assumptions. En un estudio sobre las recientes políticas de formación de profesores, destacamos las nuevas Directrices Curriculares para Formación Inicial de Profesores de Educación Básica, que instituyen la Base Nacional Común para la Formación Inicial de Profesores de Educación Básica (BNC-Formación), recientemente homologada, el 19 de diciembre, por medio de la Orden n° 2.167, que viene descaracterizando la formación docente que se viene defendiendo históricamente. Frente a este apuente, esta nota,tenems como objetivo proponer una reflexión sobre la nueva BNC-Formación y sus posibles impactos en la formación continua de profesores. Realizamos un estudio de naturaliza cualitativa y, a través de una investigación bibliográfica y análisis documental, estructuramos la presente reflexión. Nuestros análisis mostraron que la educación continua de los docentes de Educación Básica se ha visto afectada negativamente por la nueva resolución, que representa contratiempos para la capacitación en los aspectos teórico-científicos y prácticos, y también con ganancias para los presupuestos del mercado educativo. Num estudo sobre as recentes políticas de formação de professores, destacamos as novas Diretrizes Curriculares para Formação Inicial de Professores da Educação Básica, que instituem a Base Nacional Comum para a Formação Inicial de Professores da Educação Básica (BNC-Formação), recentemente homologada, em 19 de dezembro, por meio da Portaria nº 2.167, a qual vem descaracterizando a formação docente que vem sendo defendida historicamente. Diante desse apontamento, temos como objetivo propor uma reflexão sobre a nova BNC-Formação e seus possíveis impactos na formação continuada de professores. Realizamos um estudo de natureza qualitativa e, por meio de uma pesquisa bibliográfica e análise documental, estruturamos a presente reflexão. Nossas análises evidenciaram que a formação continuada de professores da Educação Básica tem sido negativamente impactada pela nova resolução, representando retrocessos para a formação nos aspectos teóricos-científicos e práticos e, ainda, com ganhos para os pressupostos do mercado educacional. 2021-01-02 2022-03-18T19:30:42Z 2022-03-18T19:30:42Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://periodicos.fclar.unesp.br/rpge/article/view/13875 10.22633/rpge.v25i1.13875 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/66053 por eng https://periodicos.fclar.unesp.br/rpge/article/view/13875/10353 https://periodicos.fclar.unesp.br/rpge/article/view/13875/10400 Copyright (c) 2020 Revista on line de Política e Gestão Educacional https://creativecommons.org/licenses/by-nc-sa/4.0 application/pdf application/pdf Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara Revista on line de Política e Gestão Educacional; v. 25, n. 1, jan./abr. (2021) ; 188-204 1519-9029 10.22633/rpge.v25i1 |
| spellingShingle | BNC-Formação Formação continuada Políticas de formação de professores BNC-Education Continuing education Public policies on teacher formation BNC-Formación Formación continua Políticas de formación de profesores Nogueira, Adrinelly Lemes Borges, Maria Célia BNC-Education and the Continuing Education of teachers |
| title | BNC-Education and the Continuing Education of teachers |
| title_full | BNC-Education and the Continuing Education of teachers |
| title_fullStr | BNC-Education and the Continuing Education of teachers |
| title_full_unstemmed | BNC-Education and the Continuing Education of teachers |
| title_short | BNC-Education and the Continuing Education of teachers |
| title_sort | bnc-education and the continuing education of teachers |
| topic | BNC-Formação Formação continuada Políticas de formação de professores BNC-Education Continuing education Public policies on teacher formation BNC-Formación Formación continua Políticas de formación de profesores |
| url | https://periodicos.fclar.unesp.br/rpge/article/view/13875 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/66053 |