Publicação: Formation of critical-reflective intellectual teachers in undergraduate courses in spite of national guidelines: possible transgressions
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Data
2021-01-01
Orientador
Coorientador
Pós-graduação
Curso de graduação
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Título de Volume
Editor
Univ Estadual Paulista Julio Mesquita Filho, Fac Ciencias & Tecnologia
Tipo
Artigo
Direito de acesso
Resumo
This article results of a theoretical-documental research and aims to contribute to the reflection and discussion around the (re)construction of undergraduate teaching courses' Political-Pedagogic Projects, that is, teaching formation for Basic Education, within the scope of Resolution CNE/CP number 2 (BRASIL, 2019). Through the categories of Cellard (2010) we analyzed the legal piece about authenticity and textual reliability, its contexts, its authors, its keywords and internal logic, which brought up this Resolution's weaknesses and retrogressions. In the opposite direction, and supported by researches that have the critical-dialectic theory of education as their basis (PEDROSO et al., 2019), we presented the principles for a Teacher Formation as critical-reflexive intellectuals: the unity of theory and practice; researching as a formative principle; supervised internship as the course's basis; the interdisciplinary and integrative approach of the curriculum; and Didactics as essential for the critical reflection of the contextualized practice. We found contradictions in the legal text and we pointed out breaches that allow the implementation of the principles for a critical, emancipated and authorial initial formation for the teachers.
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Idioma
Português
Como citar
Nuances-estudos Sobre Educacao. Presidente Prudente: Univ Estadual Paulista Julio Mesquita Filho, Fac Ciencias & Tecnologia, v. 32, n. 1, 32 p., 2021.
