EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. EPAA/AAPE publishes issues comprised of empirical articles, commentaries, and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy.
Teaching work instrumentalized Brazilian teacher training policy: A historical and theoretical-philosophical approach
Roberto Francisco de Carvalho, Rosilene Lagares, Doracy Dias Aguiar de Carvalho
Abstract
This text deals with policy/management of teacher training in Brazil and is anchored in the results of the research project, “Policy/management of teacher training in the perspective of the philosophy of praxis: Tension between the economic-corporate and ethical-political perspectives”. The research aimed to explain the instrumentalization of the teaching work in the teacher training process from a historical and theoretical-philosophical point of view, without disregarding the theoretical-practical existence of the philosophy of praxis and of the emancipatory formative perspective based on the ethical-political principles. In achieving the proposed objective, we used the historical-methodological and critical-dialectical frame of reference, and the project was developed through bibliographical and empirical-documentary research. In this article, we aim to discuss the fundamentals of the training policy/management of Brazilian teacher education in the instrumental perspective, as well as their relationship with the teaching work. The research revealed that teacher education in Brazil tended to occur from the instrumental perspective, with the prioritization of the technical-pedagogical dimension in relation to the political-cultural prioritization. However, the instrumentalisation of the teaching work is not linear or devoid of contradictions among the forces that have been fighting for the education and training of teachers with a substantive, libertarian and emancipatory perspective.
Keywords
Policy/management; teacher training; Historical-philosophical approach; Instrumentality of the teaching work
Devechi, C. P. V., & Trevisan, A. L. (2011). Abordagens na formação de professores: Uma reconstrução aproximativa do campo conceitual. Revista Brasileira de Educação,16(47), 409-426. https://doi.org/10.1590/S1413-24782011000200008
Saviani, D. (2009). Formação de professores: aspectos históricos e teóricos do problema no contexto brasileiro. Revista Brasileira de Educação,14(40), 143-155. https://doi.org/10.1590/S1413-24782009000100012
Turmina, A. C., & Shiroma, E. O. (2014). “Se você não mudar, morrerá”: a (con)formação de um trabalhador de novo tipo no discurso de autoajuda. Revista Brasileira de Educação,19(56), 165-180. https://doi.org/10.1590/S1413-24782014000100009