Please use this identifier to cite or link to this item:
|Title:||A formação de professores a distância para a nova sociabilidade: análise do Projeto Veredas de Minas Gerais|
|Keywords:||Educação; Política educacional; Formação de professores; Educação a distância; Nova sociabilidade; Education; Teachers formation; New sociability; Distance learning|
|Abstract:||This thesis was developed with the following objectives: (i) to analyze public policies on teachers´ formation, seeking to verify is relation to educational reformation, in a larger sense, and also to the orientations for the construction of the new sociability, in its technical, ethical and political dimensions; (ii) to investigate, in the political-pedagogical conception of Project Veredas- Superior Formation of Teachers, the technical, ethical and political dimensions, aiming to analyze its relation with the new sociability, in the following aspects: a) conception of professional formation for pedagogical work; b) proposed curricular contents; c) articulation of theory and pedagogical practice; d) competences assigned to teachers of initial grades of fundamental schooling. Oriented by historical materialism, a theoretical, descriptive-analytical, study was undertaken, seeking, with the support of specialized literature, to examine the concepts, principles and presupposes that lay the foundations of Project Veredas. In conclusion it points to the fact that the reforming of teachers formation in Brazil, in its technical, ethical and political aspects, became necessary to the project of new sociability, with two main purposes: to form the new organizers of culture, according to the technical, ethical and political demands of global capitalism; and to prepare the new generations to be, think and act according to the requirements of contemporary capitalism, besides preparing them to material survival and sociability. In the state of Minas Gerais it was not different: Mr. Itamar Franco government (1999-2002) represented a new type of continuance, once it preserved the fundamental aspects of the state reformation, including the role of World Bank as the institution in charge of financing the process. Even if grounding its reformation enterprise on relevant principles as the valorization of teachers, the enhancement of their capability, the democratization of schools, the quality of education and the universality of access the state kept clear its ethical and political orientation, amidst the milestones of neo-liberalism of the Third Way: incentive to voluntary participation; the search for new partnerships and forms of funding; emphasis on the life-long learning process, after educational pillars, among others. The Project Veredas incorporated modernizing indications for teachers´ formation, at work and at distance, and the ethical-moral dimension necessary to the formation of the organic intellectual fundamental to the new sociability. Reasons stated for the superior formation of teachers at work were suggestions of specific legislation and the fundamental and urgent preparation of subjects to the facing of the new reality brought by globalization. The pedagogy of competences as curricular norm and the social transformation in the limits of capitalism were assumed: the way would, the, be to humanize it, even if the exploitation and domination that engendered it are kept untouched.|
|Appears in Collections:||TEDE sem arquivo|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.