The TRAINING OF TEACHERS IN TIMES OF PANDEMIC, POST-PANDEMIC AND POLITICAL CONSERVATION
ELEMENTS FOR ANALYSIS
DOI:
https://doi.org/10.31639/rbpfp.v14i31.665Keywords:
Formação de professores. Pandemia. Saúde.ResistênciasAbstract
This article aims to approach important elements for the analysis of teacher training in the current time brought in the dossier "Teacher training: interfaces with health and technologies". In order to do so, it situates the creation nenvironment of the aforementioned dossier, as well as presents the set of texts that compose it. From the examination of the six selected works, it is possible to verify that they portray questions that interrogate teacher training, against the back drop of the intensification of teaching work mediated by technologies in pandemic and “post-pandemic” times. These are records full of current and provocative reflections on the impacts of the pandemic and the advance of ultra-conservative policies on teacher training and performance, as well as on different forms of resistance and reflection on the complex process of becoming a teacher.
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References
BRASIL, Ministério de Educação e Cultura. Lei nº 9394/96, de 20 de dezembro de 1996. Estabelece as diretrizes e bases da Educação Nacional. Brasília: MEC, 1996.
LIMA, Maria de Lourdes Rocha. A memória educativa no projeto de formação de professores do Ensino Superior: o fazer é sobretudo criação. São Paulo, FaE/ Universidade de São Paulo, 1995. (Tese, Doutorado em Educação).
SANTOS, Lucíola Licínio Castro Paixão. Dimensões pedagógicas e políticas da formação contínua. In: VEIGA, Ilma Passos Alencastro (Org.) Caminhos da profissionalização do magistério.Campinas: Papirus, 2001, p. 123-136.
VEIGA, Ilma Passos Alencastro. Avanços e equívocos na profissionalização do magistério. In: VEIGA, Ilma Passos Alencastro (org.). Caminhos da profissionalização do magistério. 2.ed. Campinas: Papirus, 2001. p.75-98.
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