A regulação da formação continuada de professores alfabetizadores no Brasil

Abstract

This text socializes the analyzes of documents produced by international organizations, such as the World Declaration on Education for All (Jomtien conference in 1990), the New Delhi Declaration (1993), the Jacques Delors Report, and the World Bank document, with the objective of understanding the articulation with the Brazilian educational documents, in the perspective of apprehending the regulation of the continuing education of literacy teachers. The analysis is based on historical-dialectical materialism, built from the literature already produced and from documentary analysis. It is concluded that the continuing education of teachers is directed towards the emptying of education and human formation devoid of any critical sense based on the logic of reduced knowledge and the need to revitalize new literacy projects of an increasingly exclusive nature.