Artigo - Formação De Educadoras/Es, Diversidade E Compromisso Social

Diniz-Pereira, Júlio Emílio; Soares, Leôncio José Gomes

doi:10.1590/0102-4698217314

Cited by 5 publications

(2 citation statements)

References 2 publications

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“…For us, the re-politicization of teacher education is considered as the process of conscientization that Freire described in 1978, understood as that way of reading the world. We speak, especially, of repoliticization around building teacher education for social justice (Diniz-Pereira and Soares, 2019;Silva-Peña et al, 2017). The purpose of this text is far from being a conceptual reflection.…”

Section: Politicization and Social Justice In Teacher Educationmentioning

confidence: 99%

Re-Politicization of Teacher Education in Post-Pandemic Times: A View From The South

2022

JHETP

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Our role as teacher educators implies questioning more than our actions inside the classroom, especially during a crisis like the one that our country and the world are currently experiencing. In October 2019, Chile awoke with a student revolt that extended nationally. After this, the COVID-19 epidemic also altered Chile's political and socioeconomic landscape. Rethinking the role of teachers in a new scenery is an issue that we address as a team of academics working on teacher education. It's a two-pronged approach: First, we look back to observe the depoliticization of teachers and society in a neoliberal context; and second, we look forward to the issues we see in this process of post-pandemic change and Chile's new Constitution. In the end, we connect with other components that we think are critical to re-politicizing teacher education.

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Section: Politicization and Social Justice In Teacher Educationmentioning

confidence: 99%

Re-Politicization of Teacher Education in Post-Pandemic Times: A View From The South

2022

JHETP

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“…12 Quando atreladas ao modelo da racionalidade técnica e à perspectiva positivista, os cursos de formação docente valorizam e priorizam atividades e disciplinas de caráter científico específicas das áreas do conhecimento. 13 Disso resulta uma formação na qual a atuação na educação básica não é reconhecida em sua importância e este professor a ser formado é como um técnico, 14 e não direciona para uma formação reflexiva do professor.…”

Section: A Formação De Professores Nos Institutos Federais (If)unclassified

The Formative Context of Chemistry Teacher Training at IF Goiano and its Implications in the Professional Perspective of Undergraduate Students

Alves¹,

Mesquita²

2020

Rev. Virtual Quim.

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The article presents a master's research that investigated how conceptions and influences in the formative context of chemistry teacher training at the Federal Goiano Institute (IF Goiano). It presents results of the professional profile intended in the Pedagogical Course Projects (PPC) and the professional profile established in the students' exhibition. Discursive Textual Analysis was used as the methodology for analyzing the 5 PPC and texts of the students selected in 62 questionnaires built for the research. The results indicate that the profile intended in the PPC is aimed at training chemistry teachers with a bachelor's degree and that, in the courses, there is an overvaluation of scientific studies in relation to teaching, bringing the teacher training model closer to technical rationality. As the conceptions instituted in the PPC reflect in the professional perspectives of the students that present a tendency to act in the scientific and technical part of Chemistry as laboratories or scientific field research. It was developed that students do not consider the performance items of Basic Education, so they choose to graduate and at the end of courses and also have low estimates in relation to teaching activity. Revealed the habit of training technology and agronomy at IF Goiano influences the construction of students' teaching identity.

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Educação de Pessoas Jovens, Adultas e Idosa (EJA)

Lódi

Sanceverino

2021

RDE

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O presente artigo objetiva estabelecer reflexões pertinentes acerca do currículo que se pretende emancipador para a Educação de Pessoas Jovens Adultas e Idosas (EJA) a partir das contribuições da Pedagogia Freireana. Para tanto, realizou-se uma pesquisa de cunho bibliográfico, consubstanciada por reflexões teóricas realizadas pelas autoras, professoras pesquisadoras em ações de ensino, pesquisa e extensão. Como aportes teórico-metodológicos, para a compreensão da interface currículo da/para EJA abordaram-se autores como Freire (1989; 1987; 1979; 1975), Arroyo (2016; 2007; 2006), Oliveira (2009), Laffin (2013) Sanceverino (2019), Jardilino e Araújo (2014), entre outros(as) pesquisadores(as) que se referem a essa temática. Os resultados apontam que o currículo da/para a EJA deve garantir aos(às) educandos(as) aprendizagens significativas, considerar seus saberes e respeitar a diversidade dos sujeitos. Além disso, evidencia-se a urgência de superar a invisibilidade da EJA nos documentos legais que orientam a elaboração do currículo, bem como a necessidade de redesenhar currículos que, de fato, promovam a emancipação política, social e cultural das pessoas jovens, adultas e idosas.

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Artigo - Formação De Educadoras/Es, Diversidade E Compromisso Social

Cited by 5 publications

References 2 publications

Re-Politicization of Teacher Education in Post-Pandemic Times: A View From The South

Re-Politicization of Teacher Education in Post-Pandemic Times: A View From The South

The Formative Context of Chemistry Teacher Training at IF Goiano and its Implications in the Professional Perspective of Undergraduate Students

Educação de Pessoas Jovens, Adultas e Idosa (EJA)

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