Skip to main content Skip to main navigation menu Skip to site footer

Educational policies of teacher formation in focus: Changes and continuities

PDF (Português)

Published: 2018-04-30

Authors

Elvira Cristina Martins Tassoni

Pontifícia Universidade Católica de Campinas

http://orcid.org/0000-0002-8968-3981

Camila Mattos dos Reis

Pontifícia Universidade Católica de Campinas

Keywords: Public Policies; Continuing Teacher Training; Literacy

Abstract

This article discusses two program proposals for education literacy teachers that are part of two different educational policies in Brazil: the National Pact for Literacy in the Right Age (Pacto Nacional pela Alfabetização na Idade Certa – PNAIC) – from Federal Government – and the Reading and Writing Program (Programa Ler e Escrever) – from the state of São Paulo. The research, developed through a documentary analysis, aims to investigate the main differences between these proposals for the continuing education of literacy teachers. The analysis centers on official documents that regulate both the PNAIC and the Reading and Writing Program, accessed through the official websites of each program and research conducted on the Reading and Writing Program. The study identified the two proposals’ principles and how they are implemented. The results allowed the analysis of the two programs according to three fundamental axis’s for the continuing education of literacy teachers: the proposed forming model; the central figure of the formative network; and the organization of pedagogical work with the mother tongue. This research provides evidence for the comprehension of the advances, continuities and setbacks in the current trends of policies for the continuing education of literacy teachers in Brazil.

Downloads

Download data is not yet available.

Author Biographies

Elvira Cristina Martins Tassoni

Pontifícia Universidade Católica de Campinas

Docente permanente do Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas. Linha de Pesquisa Formação de Professores e Práticas Pedagógicas.

Camila Mattos dos Reis

Pontifícia Universidade Católica de Campinas

Graduada em Pedagogia pela Pontifícia Universidade Católica de Campinas (PUC-Camp., SP, Brasil). Realizou pesquisa com bolsa de estudo da Fundação de Amparo à Pesquisa do Estado de São Paulo – FAPESP, processo 2015/18949-2. Atualmente é professora da educação básica.

PDF (Português)

Published: 2018-04-30

How to Cite

Tassoni, E. C. M., & Reis, C. M. dos. (2018). Educational policies of teacher formation in focus: Changes and continuities. Education Policy Analysis Archives, 26, 58. https://doi.org/10.14507/epaa.26.3101