Pub Date : 2023-05-29DOI: 10.5747/ch.2023.v20.h555
Emanuel Moura Costa, Cristiane de Sousa Moura Teixeira
This article is a theorical essay that intends to analyze the socio-historical determinants that constitute the learning process of teaching in a teacher training course offered by PARFOR. The undertoken discussion is about the result of research developed in a Master's in Education course and is theoretically based on the categories historicity and mediation, which are based on Historical-dialectical Materialism. In addition, the literature that deals with the learning process of teaching in teacher training courses, above all, research and articles from the last five years are essential for the analysis that we propose. The results of this study have shown that, by participating in PARFOR, teachers have the opportunity to learn teaching and advance from the condition in which they were previously. However, it is undeniable that the precarious conditions of permanence in the course and the objective and subjective conditions of the course participants are related to the positive or negative meanings attributed to the effectiveness of this policy for the training of Brazilian teachers.
{"title":"APRENDIZAGEM DA DOCÊNCIA NO PARFOR: REFLETINDO A PARTIR DE DETERMINAÇÕES SÓCIO-HISTÓRICAS","authors":"Emanuel Moura Costa, Cristiane de Sousa Moura Teixeira","doi":"10.5747/ch.2023.v20.h555","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h555","url":null,"abstract":"This article is a theorical essay that intends to analyze the socio-historical determinants that constitute the learning process of teaching in a teacher training course offered by PARFOR. The undertoken discussion is about the result of research developed in a Master's in Education course and is theoretically based on the categories historicity and mediation, which are based on Historical-dialectical Materialism. In addition, the literature that deals with the learning process of teaching in teacher training courses, above all, research and articles from the last five years are essential for the analysis that we propose. The results of this study have shown that, by participating in PARFOR, teachers have the opportunity to learn teaching and advance from the condition in which they were previously. However, it is undeniable that the precarious conditions of permanence in the course and the objective and subjective conditions of the course participants are related to the positive or negative meanings attributed to the effectiveness of this policy for the training of Brazilian teachers.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49195739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-29DOI: 10.5747/ch.2023.v20.h553
F. Matias, Felizarda Rafael Amós Ussene, Jonas António Francisco
This study aims to analyze teacher training in Mozambique and its contribution to full intellectual, professional and human development. There are several questions that help to think about the training processes, however, in this study we start from the following questions: How is teacher training conceived in Mozambique, that is, how is this training carried out in the country? To what extent does teacher training meet the need for full intellectual and professional development and full humanization? Does teacher training meet the interests of the working class and fulfill the social role of the school? For this, we carried out a qualitative research, whose data source were the documents that govern the processes of teacher training in Mozambique (documentary study), without leaving out the bibliographical survey in digital banks, whose themes are linked to pedagogy historical-critical, which is the pedagogical theory that underlies our reflections in this study. The data indicate that, despite some advances in this field, there is evidence of limitations/challenges regarding the issue of intellectual, professional and human development. The pedagogical conceptions that dominate the training processes are linked to postmodern theories, the so-called theories of “learning to learn”, translated into models of training based on competences and the reflective teacher. This scenario, in the opinion of historical-critical pedagogy, mischaracterizes the role of the teacher and makes it difficult to fulfill the social function of the school, since it serves the interests of capitalism, making education a utilitarian process.
{"title":"FORMAÇÃO DE PROFESSORES E DESENVOLVIMENTO INTELECTUAL E PROFISSIONAL EM MOÇAMBIQUE: CONTRIBUIÇÕES DA PEDAGOGIA HISTÓRICO-CRÍTICA","authors":"F. Matias, Felizarda Rafael Amós Ussene, Jonas António Francisco","doi":"10.5747/ch.2023.v20.h553","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h553","url":null,"abstract":"This study aims to analyze teacher training in Mozambique and its contribution to full intellectual, professional and human development. There are several questions that help to think about the training processes, however, in this study we start from the following questions: How is teacher training conceived in Mozambique, that is, how is this training carried out in the country? To what extent does teacher training meet the need for full intellectual and professional development and full humanization? Does teacher training meet the interests of the working class and fulfill the social role of the school? For this, we carried out a qualitative research, whose data source were the documents that govern the processes of teacher training in Mozambique (documentary study), without leaving out the bibliographical survey in digital banks, whose themes are linked to pedagogy historical-critical, which is the pedagogical theory that underlies our reflections in this study. The data indicate that, despite some advances in this field, there is evidence of limitations/challenges regarding the issue of intellectual, professional and human development. The pedagogical conceptions that dominate the training processes are linked to postmodern theories, the so-called theories of “learning to learn”, translated into models of training based on competences and the reflective teacher. This scenario, in the opinion of historical-critical pedagogy, mischaracterizes the role of the teacher and makes it difficult to fulfill the social function of the school, since it serves the interests of capitalism, making education a utilitarian process.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46251345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-29DOI: 10.5747/ch.2023.v20.h556
M. C. D. Quadros, Y. U. F. Leite
This article is a part of research developed through PNPD/Capes, in Unesp-Presidente Prudente. The objective of that research was to understand the formative processes and cultural, school and non-school practices, which are producing the professional knowledge of elementary school teachers – initial and final years – as a condition for the professional teaching practice in the perspective of a qualified public school. Our objective here is to understand the role assigned by these narrating teachers to the professional knowledge built from school education to be a teacher and the relationship they establish with the knowledge of experience, involved in the production of their professional teaching knowledge from the daily coexistence with " their teachers”, those who at various times present themselves as professional models in their way of acting as professional teachers within the school; but also through the cultural transits experienced in the course of life as places of learning. It is inscribed in the field of narrative research, having used the life stories of six teachers as a data production device and comprehensive analysis as an interpretive device. From the analysis of the narratives we can infer that the personal dimension, the person of the teacher appears as a kind of “catalyst” of the experiences suffered in the different spaces and times of school education and in the different transits. The teacher's professional training process takes place simultaneously in the individual and collective dimensions, combining experiences and memories that constitute their professional identity and the foundation of their teaching practices.
这篇文章是通过PNPD/Capes在Unesp Presidente Prudentie上进行的研究的一部分。这项研究的目的是了解形成过程以及文化、学校和非学校实践，这些过程正在产生小学教师的专业知识——最初和最后几年——作为从合格公立学校的角度进行专业教学实践的条件。我们在这里的目的是了解这些讲述教师对学校教育中建立的专业知识所赋予的角色，以及他们与经验知识建立的关系，参与其专业教学知识的生产与日常共存“他们的老师”，即那些在不同时期以专业教师的身份在学校中表现自己的人；以及通过作为学习场所的生活过程中经历的文化转变。它被列入叙事研究领域，将六位老师的生活故事作为数据生产设备和全面的分析解析作为一种解释手段。通过对叙事的分析，我们可以推断，教师的个人维度是在学校教育的不同空间和时代以及不同过渡时期所遭受的经历的一种“催化剂”。教师的专业培训过程同时发生在个人和集体层面，结合了构成其专业身份和教学实践基础的经验和记忆。
{"title":"SABERES PROFISSIONAIS DE PROFESSORES: FORMAÇÃO DOCENTE QUE ATRAVESSA E É ATRAVESSADA PELA EXPERIÊNCIA E MEMÓRIA","authors":"M. C. D. Quadros, Y. U. F. Leite","doi":"10.5747/ch.2023.v20.h556","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h556","url":null,"abstract":"This article is a part of research developed through PNPD/Capes, in Unesp-Presidente Prudente. The objective of that research was to understand the formative processes and cultural, school and non-school practices, which are producing the professional knowledge of elementary school teachers – initial and final years – as a condition for the professional teaching practice in the perspective of a qualified public school. Our objective here is to understand the role assigned by these narrating teachers to the professional knowledge built from school education to be a teacher and the relationship they establish with the knowledge of experience, involved in the production of their professional teaching knowledge from the daily coexistence with \" their teachers”, those who at various times present themselves as professional models in their way of acting as professional teachers within the school; but also through the cultural transits experienced in the course of life as places of learning. It is inscribed in the field of narrative research, having used the life stories of six teachers as a data production device and comprehensive analysis as an interpretive device. From the analysis of the narratives we can infer that the personal dimension, the person of the teacher appears as a kind of “catalyst” of the experiences suffered in the different spaces and times of school education and in the different transits. The teacher's professional training process takes place simultaneously in the individual and collective dimensions, combining experiences and memories that constitute their professional identity and the foundation of their teaching practices.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42366106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-29DOI: 10.5747/ch.2023.v20.h550
Adriana Valeria Barreto de Araújo, L. Sanchez
This work aims to outline reflections and discussions about neoliberal educational policies for teacher training, engendered from the 1990s onwards, in order to understand the relationships that are established between these policies and the reasons that determined the legal obligation of the offering degree courses at the Federal Institutes of Education, Science and Technology (IF). The methodology used in the investigation was of a qualitative nature, carried out through documentary and bibliographic research in authors who are dedicated to unraveling the dichotomies and contradictions of capitalism inserted in educational policies and reforms, specifically, in authors who problematize the public policy that incorporated the teacher training courses in the scenario offered by IF. The results showed that in addition to the justification of supplying the shortage of teachers in Brazil, which is a historical and structural problem, including in the Federal Network itself, there is a clear motivation to meet and respond to the goals required by international organizations, among which the World Bank (BM), to be highlighted. Among the findings of the research, it is evident that the training courses for teachers offered in the Institutes, for the most part, have an instrumental teaching, centered on technical rationality, due to the fact that there are still teachers working in the degrees without having pedagogical training and also due to the fact that the IF, in essence, are vocational education institutions.
{"title":"OS MOTIVOS POLÍTICOS PARA A INCORPORAÇÃO DOS CURSOS DE LICENCIATURA NOS INSTITUTOS FEDERAIS DE EDUCAÇÃO","authors":"Adriana Valeria Barreto de Araújo, L. Sanchez","doi":"10.5747/ch.2023.v20.h550","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h550","url":null,"abstract":"This work aims to outline reflections and discussions about neoliberal educational policies for teacher training, engendered from the 1990s onwards, in order to understand the relationships that are established between these policies and the reasons that determined the legal obligation of the offering degree courses at the Federal Institutes of Education, Science and Technology (IF). The methodology used in the investigation was of a qualitative nature, carried out through documentary and bibliographic research in authors who are dedicated to unraveling the dichotomies and contradictions of capitalism inserted in educational policies and reforms, specifically, in authors who problematize the public policy that incorporated the teacher training courses in the scenario offered by IF. The results showed that in addition to the justification of supplying the shortage of teachers in Brazil, which is a historical and structural problem, including in the Federal Network itself, there is a clear motivation to meet and respond to the goals required by international organizations, among which the World Bank (BM), to be highlighted. Among the findings of the research, it is evident that the training courses for teachers offered in the Institutes, for the most part, have an instrumental teaching, centered on technical rationality, due to the fact that there are still teachers working in the degrees without having pedagogical training and also due to the fact that the IF, in essence, are vocational education institutions.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43494219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-29DOI: 10.5747/ch.2023.v20.h554
A. Batista, Leny Rodrigues Martins Teixeira
The general objective of the article is to describe and analyze the context of action of trainers in degrees in Mathematics, based on the perception of their teachers. More specifically, the work aimed to: portray how teacher trainers choose the subject they teach in the degree in Mathematics and its possible relationship with Basic Education contents; how they perceive the relationship of the research projects they carry out with the objective of the course they work and how the structure of the degree at the university conditions the performance of trainers in these courses. The research, with a qualitative approach and analytical-descriptive character, interviewed 17 professors who graduated from two degrees in Mathematics, nine from a public institution and eight from a private university. The conceptions and practices reported by the trainers were worked using content analysis. The results showed that the work context in the degree conditions a diffuse identity of the trainer and that the possibility of an integrated work, essential for overcoming this problem, is compromised by the absence of training processes and collective discussions about the proposal of the courses and evaluation of the trainers' performance in view of the teacher training profile proposed in the course's pedagogical project.
{"title":"O CONTEXTO DE ATUAÇÃO DOS FORMADORES EM LICENCIATURAS EM MATEMÁTICA","authors":"A. Batista, Leny Rodrigues Martins Teixeira","doi":"10.5747/ch.2023.v20.h554","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h554","url":null,"abstract":"The general objective of the article is to describe and analyze the context of action of trainers in degrees in Mathematics, based on the perception of their teachers. More specifically, the work aimed to: portray how teacher trainers choose the subject they teach in the degree in Mathematics and its possible relationship with Basic Education contents; how they perceive the relationship of the research projects they carry out with the objective of the course they work and how the structure of the degree at the university conditions the performance of trainers in these courses. The research, with a qualitative approach and analytical-descriptive character, interviewed 17 professors who graduated from two degrees in Mathematics, nine from a public institution and eight from a private university. The conceptions and practices reported by the trainers were worked using content analysis. The results showed that the work context in the degree conditions a diffuse identity of the trainer and that the possibility of an integrated work, essential for overcoming this problem, is compromised by the absence of training processes and collective discussions about the proposal of the courses and evaluation of the trainers' performance in view of the teacher training profile proposed in the course's pedagogical project.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49186278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-29DOI: 10.5747/ch.2023.v20.h551
Letícia Pereira de Sousa, C. Nunes
Faced with the expansion of higher education, resulting from the implementation of public policies to expand access, discussions on democratization, permanence, graduation and dropout gained prominence on the national scene. This article aims to analyze the motivations that culminated in the dropout of students from the Pedagogy course, in person, at a federal university in the interior of the state of Minas Gerais. The methodological procedures adopted to carry out the study were based on the application of an online questionnaire on Google Forms and the performance of two semi-structured interviews via Google Meet. The project was submitted to Plataforma Brazil and the Research Ethics Committee, obtaining a favorable opinion. The data were analyzed using the Sociology of Higher Education productions as a reference, specifically themes related to access, permanence, evasion in higher education (COULON, 2008; TINTO, 1975) and teacher training. The data showed that, among students who did not request support from student assistance, the main conditioning factor for evasion refers to the incompatibility of schedules between work and study, followed by the change of course. Among the students who benefited from student assistance programs, the most prominent reason is the lack of interest in the field. The data reinforce the importance of the role of permanence policies that act both to supply the material and symbolic conditions related to the permanence of students in educational institutions.
{"title":"POLÍTICA NACIONAL DE FORMAÇÃO DE PROFESSORES: UM ESTUDO SOBRE A EVASÃO NO CURSO DE PEDAGOGIA","authors":"Letícia Pereira de Sousa, C. Nunes","doi":"10.5747/ch.2023.v20.h551","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h551","url":null,"abstract":"Faced with the expansion of higher education, resulting from the implementation of public policies to expand access, discussions on democratization, permanence, graduation and dropout gained prominence on the national scene. This article aims to analyze the motivations that culminated in the dropout of students from the Pedagogy course, in person, at a federal university in the interior of the state of Minas Gerais. The methodological procedures adopted to carry out the study were based on the application of an online questionnaire on Google Forms and the performance of two semi-structured interviews via Google Meet. The project was submitted to Plataforma Brazil and the Research Ethics Committee, obtaining a favorable opinion. The data were analyzed using the Sociology of Higher Education productions as a reference, specifically themes related to access, permanence, evasion in higher education (COULON, 2008; TINTO, 1975) and teacher training. The data showed that, among students who did not request support from student assistance, the main conditioning factor for evasion refers to the incompatibility of schedules between work and study, followed by the change of course. Among the students who benefited from student assistance programs, the most prominent reason is the lack of interest in the field. The data reinforce the importance of the role of permanence policies that act both to supply the material and symbolic conditions related to the permanence of students in educational institutions.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70935794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-29DOI: 10.5747/ch.2023.v20.h552
Jeferson Eduardo Calixto, M. Francisco
The objective of the theoretical essay is to analyze the educational proposal contained in the A União Faz a Vida Program, an initiative of the Sicredi Foundation. Based on the epistemological and ontological foundations of the historical-dialectical materialism method, documents were analyzed, such as the proposal for the Program in question. The results pointed that in recent years there has been considerable interference by the private sector in Brazilian school education, resulting in the mischaracterization of the role of the State in the direct execution of social responsibilities with public education. In the educational context, privatizing initiatives have intensified, which characterizes direct accountability through the privatizing dimension of educational provision, management and curriculum. The A União Faz a Vida Program transits, in this context, as a trainer and partner of the State, in addition to meeting the interests of the business community and the economic market in different Brazilian municipalities. As for the performance of the analyzed Program, training for cooperativism has been the core of the proposal disseminated over the last twenty-seven years, although this dimension is far from a counter-hegemonic perspective that would favor an effective process of appropriation, on the part of the students, in terms of objectivations produced by humanity and that could culminate in emancipation, with a view to transforming social practice.
{"title":"POLÍTICAS EDUCACIONAIS E O COOPERATIVISMO: CONJECTURAS A PARTIR DA PROPOSTA DO PROGRAMA A UNIÃO FAZ A VIDA","authors":"Jeferson Eduardo Calixto, M. Francisco","doi":"10.5747/ch.2023.v20.h552","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h552","url":null,"abstract":"The objective of the theoretical essay is to analyze the educational proposal contained in the A União Faz a Vida Program, an initiative of the Sicredi Foundation. Based on the epistemological and ontological foundations of the historical-dialectical materialism method, documents were analyzed, such as the proposal for the Program in question. The results pointed that in recent years there has been considerable interference by the private sector in Brazilian school education, resulting in the mischaracterization of the role of the State in the direct execution of social responsibilities with public education. In the educational context, privatizing initiatives have intensified, which characterizes direct accountability through the privatizing dimension of educational provision, management and curriculum. The A União Faz a Vida Program transits, in this context, as a trainer and partner of the State, in addition to meeting the interests of the business community and the economic market in different Brazilian municipalities. As for the performance of the analyzed Program, training for cooperativism has been the core of the proposal disseminated over the last twenty-seven years, although this dimension is far from a counter-hegemonic perspective that would favor an effective process of appropriation, on the part of the students, in terms of objectivations produced by humanity and that could culminate in emancipation, with a view to transforming social practice.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43158523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-26DOI: 10.5747/ch.2023.v20.h549
Rosanna Barros, Teresa Kazuko Teruya
The understanding of identity and the roles of subjects in society is necessary both for achieving subjective satisfaction, typical of being, and for the development of society in relational and productive dimensions. This article is an invitation to discussions and the development of other research and practices, aiming to understand the complexities of the curriculum, decoloniality and teaching. It resorts to the documents that make up Brazilian public educational policies (national and international) with regard to the constitution of the curriculum and teacher training, such as: National Common Curricular Base (BRASIL, 2018), the BNC- Training (BRASIL, 2019) and the Incheon International Declaration (UNESCO, 2016a). The documentary analysis is anchored in Stuart Hall (2016), Aníbal Quijano (2005), José Sacristán (2017), Maria Lúcia Damásio (2008), Eneida Shiroma (2011), Teresa Teruya and Delton Felipe (2018), among others. In addition, the series “Severance”, created by Dan Erickson, with the first season in 2022, aired on the Apple TV+ streaming service, represents a critique of the disconnection of interpersonal relationships from everyday life to the detriment of work in an organization, and demands of Capital. The analysis of the series made it possible to perceive the circumstances of the superficiality of the discourses of educational public policies, which reverberate in teacher training and in the curriculum. Such discourses do not really address the inclusion of minority groups in society, the reduction of distances caused by socioeconomic inequalities and the deconstruction of structural racism, but they present cultural erasures in compliance with a colonial curriculum.
{"title":"RUPTURA: DISCUSSÕES EM TORNO DAS POLÍTICAS EDUCACIONAIS PÚBLICAS BRASILEIRAS PARA UM CURRÍCULO VIVO ANTIRRACISTA","authors":"Rosanna Barros, Teresa Kazuko Teruya","doi":"10.5747/ch.2023.v20.h549","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h549","url":null,"abstract":"The understanding of identity and the roles of subjects in society is necessary both for achieving subjective satisfaction, typical of being, and for the development of society in relational and productive dimensions. This article is an invitation to discussions and the development of other research and practices, aiming to understand the complexities of the curriculum, decoloniality and teaching. It resorts to the documents that make up Brazilian public educational policies (national and international) with regard to the constitution of the curriculum and teacher training, such as: National Common Curricular Base (BRASIL, 2018), the BNC- Training (BRASIL, 2019) and the Incheon International Declaration (UNESCO, 2016a). The documentary analysis is anchored in Stuart Hall (2016), Aníbal Quijano (2005), José Sacristán (2017), Maria Lúcia Damásio (2008), Eneida Shiroma (2011), Teresa Teruya and Delton Felipe (2018), among others. In addition, the series “Severance”, created by Dan Erickson, with the first season in 2022, aired on the Apple TV+ streaming service, represents a critique of the disconnection of interpersonal relationships from everyday life to the detriment of work in an organization, and demands of Capital. The analysis of the series made it possible to perceive the circumstances of the superficiality of the discourses of educational public policies, which reverberate in teacher training and in the curriculum. Such discourses do not really address the inclusion of minority groups in society, the reduction of distances caused by socioeconomic inequalities and the deconstruction of structural racism, but they present cultural erasures in compliance with a colonial curriculum.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49318575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-26DOI: 10.5747/ch.2023.v20.h547
E. P. Alaniz, M. Francisco
{"title":"APRESENTAÇÃO DO DOSSIÊ","authors":"E. P. Alaniz, M. Francisco","doi":"10.5747/ch.2023.v20.h547","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h547","url":null,"abstract":"","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70935110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-26DOI: 10.5747/ch.2023.v20.h548
Giovanna Kambetunava Rosa, Simone Sandri, Amanda Melchiotti Gonçalves, I. M. Zanardini
The present work has the main objective of identifying the performance of the private apparatuses of hegemony and their organic intellectuals in the elaboration of the BNC-Initial Teacher Training. The specific objectives are: to point out aspects of the configuration of the managerial state in Brazil; relate the content of the current initial teacher training policy to economic and political dimensions; to identify elements of the action of the private devices of hegemony of the business community and its intellectuals in the elaboration of the BNC-initial formation. We developed this work from a qualitative approach, based on documentary and bibliographical research. For the analysis, we consider the State Reform and how the implications resulting from the productive restructuring process influence the development of the current initial teacher training policy. Based on the analysis of Report CNE/CP No. 22/2019 and Resolution CNE/CP No. 2/2019, we consider the performance of representatives of the business community in the preparation of the BNC-Formação, given its configuration within the National Council of Education (CNE ) and, consequently, the way in which this interference occurs to meet the interests of the groups they represent. We observed that the presented document complies with the managerial conception of training, derived from the mercantile logic, which is supported by a structure focused on the control and production of results. We indicate that the current teacher training policy is in line with the agenda of the human training project of the bourgeois hegemony.
本研究的主要目的是确定私人霸权机器及其有机知识分子在bnc -初始教师培训中的表现。具体目标是:指出管理国家在巴西的配置方面;将当前初级教师培训政策的内容与经济和政治层面联系起来;在阐述bnc的初始形成过程中，识别商界及其知识分子的私人霸权装置的作用要素。我们根据文献和书目研究，从定性方法发展了这项工作。为了进行分析，我们考虑了国家改革以及生产性重组过程所产生的影响如何影响当前初级教师培训政策的发展。根据CNE/CP第22/2019号报告和CNE/CP第2/2019号决议的分析，我们考虑了工商界代表在编制bnc - forma o中的表现，考虑到其在国家教育委员会(CNE)内的配置，以及因此而发生的这种干预方式，以满足他们所代表的群体的利益。我们注意到，所提出的文件符合培训的管理概念，源自商业逻辑，由侧重于控制和产生结果的结构支持。我们指出，现行的教师培训政策符合资产阶级霸权的人力培训工程的议程。
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