Policies for teacher education in Brazil:the traps of teacher training reforms
DOI:
https://doi.org/10.5007/%25xAbstract
This article analyzes some of the traps set by educational policies and reforms that concern teacher education at Brazilian public universities in recent years (2002-2004), as these universities were forced to implement the National Curriculum Guidelines for Teacher Education. The article points out the close association between these guidelines and the weakened role of educational experience and information in teacher education programs and the deregulation of teacher training. Based on both the conflicts present in daily university life and collaborative research with teachers and public schools, the article also questions key aspects related to curriculum reform: educational knowledge, the University-School partnership, and working conditions for teachers and teacher educators’
Downloads
Published
How to Cite
Issue
Section
License
This journal provides open access to all of it content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Such access is associated with increased readership and increased citation of an author's work. For more information on this approach, see the Public Knowledge Project, which has designed this system to improve the scholarly and public quality of research, and which freely distributes the journal system as well as other software to support the open access publishing of scholarly resources. The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
The Perspectiva allow the author(s) yo hold the copyright without restrictions as well as publishing rights. If the paper will be republished later in another format, the author(s) should inform that it has originally been published as article in Perspectiva Journal and quote the complete references.
