<b>Processos de inserção profissional docente nas políticas de formação: o que documentos legais revelam

Marilia Marques Mira; Joana Paulin Romanowski

doi:10.4025/actascieduc.v38i3.27641

<b>Professional insertion processes of teachers in formation policies: indicatives for educational policies

Marilia Marques Mira Pontifícia Universidade Católica do Paraná
Joana Paulin Romanowski Pontifícia Universidade Católica do Paraná

DOI: https://doi.org/10.4025/actascieduc.v38i3.27641

Keywords: teaching profession, initiation phase, educational policies, national education plan, professional development.

Abstract

Teachers’ integration processes in basic education systems are analyzed by investigating professional development policies defined in recent educational legislation, such as the Guidelines for National Education 9394/96, Brazilian Education Plan 2001-2011 and current National Education Plan 2014-2024. Documents are analyzed based on the theoretical work by Saviani (2010, 2011, 2014a, 2014b) on educational policies and by Marcelo (1999, 2009, 2010), Vaillant and Marcelo (2012), Romanowski (2012), Gatti (2009) Gatti e Barreto (2009), André (2012), Cunha (2010, 2012) and others, on teachers’ formation, specifically on the initiation phase in the teaching profession. Results show that the concern on the initiation period is a recent topic. It explicitly comes to the fore through the current National Education Plan (2014-2024) albeit in a fledging stance. In spite of the limitations, there is a development in the States’ Education Plans. It should be underscored that established policies must take into account the specific factors of each context and the limits imposed by financial conditions of states and municipalities and by teachers’ formation conditions and work milieu.

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Author Biographies

Marilia Marques Mira, Pontifícia Universidade Católica do Paraná

Doutoranda em Educação na linha: Teoria e Prática Pedagógica na Formação de Professores/PUC-PR

Joana Paulin Romanowski, Pontifícia Universidade Católica do Paraná

Professora da graduação e pós-graduação da PUC-PR; doutora em educação pela USP; exerceu a coordenação do GT 08 de Formação de Professores da ANPED.

Published

2016-08-01

How to Cite

Mira, M. M., & Romanowski, J. P. (2016). <b>Professional insertion processes of teachers in formation policies: indicatives for educational policies. Acta Scientiarum. Education, 38(3), 283-292. https://doi.org/10.4025/actascieduc.v38i3.27641

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Issue

Vol 38 No 3 (2016): July-Sept.

Section

Public Policies and Administration

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