National curricular guidelines for the continuous training of basic education teachers: compared analysis of the State Education Plans of Rio Grande do Sul and Santa Catarina
DOI:
https://doi.org/10.5007/2175-795X.2020.e64868Abstract
This text presents results of a research that aimed at analyzing, comparatively, how the continuous training is provided in the State Education Plans of Rio Grande do Sul and Santa Catarina for the 2014-2024 decade. It is a documental research that has as sources of information the respective State Education Plans in force. The research is anchored in Gatti (2008), Marcelo Garcia (1999, 2009), Nóvoa (1992, 2009), and Tardif (2002). The article is organized in three parts: in the first one, the several conceptions and ways of organization and development, under the label of “continuous teacher training”, are problematized. The second part brings an analysis of the proposal for continuous teacher training, present in the current National Education Plan. In the third part a triangulation between this proposal and the State Education Plans of Rio Grande do Sul and Santa Catarina is held. In short, it can be concluded that the analyzed state plans are aligned with the national plan, assigning significant space and visibility to the continuous training of basic education teachers. However, it is still necessary to advance in the definition of a formative epistemological conception, as well as in the planning and evaluation of articulate actions in the federal, state and municipal scopes.References
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