A POLÍTICA DE FORMAÇÃO DE PROFESSORES PARA A ESCOLA BÁSICA NO BRASIL: NOVOS RUMOS, NOVA PRÁTICA?

Abstract

This text is a reflection on teachers formation practice to elementary school in Brazil when programs for teacher formation are being thought in the light of new parameters and directions for curriculum. As its aims to prepare a reflective and critic professional, proposes a permanent process of formation that allows: an understanding of demands on present time and a better relation between universities and other agencies that create interests and necessities in society. Based on reflection (formative principle), on interaction (mediator principle) and on evaluation (feeding principle), the process has a new curricular look where linearity is replaced by multi and interdisciplinarity. Contents are integrated subjects included in three axles: contextualization of the pedagogical process (axles - Society, Institution and Profession), school knowledge construction/appropriation (axles - Childhood, School Knowledge and Relations among school, teacher and student) and practice and theory interactions (axle ¿ Docent Skills Construction). As a thinking exercise, it contributes to the debate about teachers formation and may support discussions about educational new policies on LDBEN (Brazilian Educational Laws) and by movements of theoretical constructions in Education field.