Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Duarte, Cássia Ávila
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| Orientador(a): |
Noffs, Neide de Aquino
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/32613
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Resumo: |
Teacher education has been established as a notoriously relevant issue for the construction of the national educational system, resulting in the intensification of disputes for a leading role in the elaboration of curricular references. In this scenario of disputes, the Resolution CNE/CP n.º 2/2015, result of research and studies on behalf of teacher training, was replaced by the Resolution CNE/CP n.º 2/2019, encouraging discussions, positionings and manifestos in opposition to the training project established. With this in mind, this research analyzed the effects that this substitution would have on the training of future teachers, through a comparative analysis of the training projects instituted by the two Resolutions. The methodology used was document-based research, to analyze the documents in question, and bibliographical research to support the conceptions defended in this analysis. We rely on the theoretical support of Silva (2007), Apple (1982), Gimeno Sacristán (2000), Freire (2017) and Arroyo (2013) for the discussions and reflections about the curriculum and Marcelo García (1999), Schön (2000), Tardif (2012) and Freire (1996) to ground the conception of teacher education. We have identified that the 2019 Resolution defines a training project that formats undergraduate degrees by centering the curriculum on competencies, ith a professional training for a "global personality" (LAVAL, 2004) required by the market, which disregards plurality and cultural diversity, resulting in the fragility of teacher training and hurting university autonomy. We conclude that the integration of competence as core to the curriculum requires that education fulfills the economic, social and political functions of continuous adaptation to the productive system, in response to market demands, disregarding the essential elements for solid teacher training |
