<b>A formação continuada do professor no desenvolvimento brasileiro e sua relação com as diretrizes cepalinas nas décadas de 1960-1970

Janaina Aparecida de Mattos Almeida; Fernando José Martins

doi:10.4025/actascieduc.v40i4.32791

<b>Continuing teacher training in the brazilian development and its relationship with the cepal guidelines in the 1960s and 1970s

Janaina Aparecida de Mattos Almeida Universidade Estadual do Oeste do Paraná
Fernando José Martins Universidade Estadual do Oeste do Paraná

DOI: https://doi.org/10.4025/actascieduc.v40i4.32791

Keywords: public education policies, continuing teacher training, Cepal guidelines.

Abstract

This paper assumes that development and demand for policies of continuing teacher education is founded on historical elements related to the context of the Brazilian development, which have been related to rules and international guidelines since the 1960s. This texts aimed at analyzing this relation, from the perspective of Dialectical and Historical Materialism, by considering the report of Conclusions and Recommendations from the Conference on Education and Economic and Social Development in Latin America, which took place in Santiago, Chile, in 1962, in which the themes education, intensification, teacher improvement are explained as human supports for education and as fundamental strategies to enhance the Brazilian economic development. As for the methodology, this study is a based on the literature review and documentary research and aims at contributing to the growth of debates and presentation of the needs for continuing teacher education policies and, as counterpoint, highlighting the movements of educators against hegemonic antagonistic to the linearity in the implementation of these guidelines.

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Author Biographies

Janaina Aparecida de Mattos Almeida, Universidade Estadual do Oeste do Paraná

Pedagoga, mestre em Educação e doutora em Políticas Públicas e Formação Humana. Docente da Pedagogo, mestre e doutor em Educação. Docente da Universidade Estadual do Oeste do Paraná - Unioeste - Campus de Foz do Iguaçu, no Programa de Pós-Graduação interdisciplinar em Sociedade, Cultura e Fronteiras. Lider do grupo de pesquisa: Estado, Sociedade, Trabalho e Educação. Membro do grupo de pesquisa: Estado, Sociedade, Trabalho e Educação.

Fernando José Martins, Universidade Estadual do Oeste do Paraná

Pedagogo, mestre e doutor em Educação. Docente da Universidade Estadual do Oeste do Paraná - Unioeste - Campus de Foz do Iguaçu, no Programa de Pós-Graduação interdisciplinar em Sociedade, Cultura e Fronteiras. Lider do grupo de pesquisa: Estado, Sociedade, Trabalho e Educação.

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Published

2018-10-05

How to Cite

Almeida, J. A. de M., & Martins, F. J. (2018). <b>Continuing teacher training in the brazilian development and its relationship with the cepal guidelines in the 1960s and 1970s. Acta Scientiarum. Education, 40(4), e32791. https://doi.org/10.4025/actascieduc.v40i4.32791

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Issue

Vol 40 No 4 (2018)

Section

Teachers' Formation and Public Policy

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