Initial formation of teachers for basic education in a technological university: paths of reformulation of the licenciatures in a collaborative perspective

Abstract

The article aims to show the reformulation process of the teaching qualifications at Federal University of Technology, deriving from the national curricular guidelines for the formation of teachers in Primary School, defined in the CNE N^o02/2015 Resolution and the institutional movement which based the process in a collaborative perspective. In this direction, it is shown historical aspects of the technological university’s constitution, its story related to the formation of teachers and the origin of the teaching qualifications in the university. Subsequently, it is argued about the politics of management 2016/2020 of the Provost for Undergraduate Affairs of UTFPR that, looking to articulate its institutional politics to the necessity of strengthening the identity of the teaching qualifications, proposes the Forum of Teacher Graduation Courses– ForLic. Inside this movement happens the construction of the Institutional Politics of Teachers’ Formation, as commitment for the enhancement of the public education and its articulation with the community, context in which happens the creation of the Commission of Primary Education Teachers Formation in UTFPR. In the collection of principles that guides the constitution of these politics, the ones that stand out are: the articulation with Primary Education, inclusive education, teacher formation technologies and the context of the university.