EduSer

The nature of science as an element of scientific literacy in the curriculum proposal of chemistry teaching degree program from a Brazilian higher education institution

2024-12-30T17:40:42-00:00

Researchers in the area of education have pointed out the understanding of the Nature of Science (NOS) as a fundamental element for the process of scientific literacy (SL) among individuals. Therefore, this topic needs to be present at all educational levels, including initial teacher education. Considering this, the main objective of this study was to understand how SL, regarding the NoS, has been addressed in the Pedagogical Project of the Chemistry Teaching Degree Program (PPC) at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), located in Brazil. The research was designed based on documentary analysis, adopting a qualitative approach, and the Content Analysis technique was used for data analysis. The results indicated the presence of elements enabling discussions about SL, however, with gaps related to NoS, such as the scarcity of discussions of this nature in specific subject areas and the absence of important bibliographies in the context of the theme. These results lead to the reflection on the need to rethink initial teacher education curricula in order to conduct effective discussions about SL and NoS, as well as to provide support for such discussions.

Advances and setbacks of initial and continued teacher education: Reflecting on and intertwining the supervised internship, teaching assistantship and post-doctoral internship

2024-12-13T10:34:18-00:00

This study aims to reflect on the trans-formation intertwined with the teacher education process of the author-participants, which took place during the Supervised Internship course at a Federal Public University. The research seeks to reveal advancements, setbacks, and possibilities for breaking away from teacher (de)formations, adopting a critical perspective inspired by decolonial approaches. For data collection, we used shared and dialogued autoethnography as a method, selecting the collective logbook as a research tool to highlight the continuous collaboration and co-formation of the teachers and authors of this article. The research is grounded in a critical approach to teaching practice and teacher education, centered on collective reflection as the foundation of transformative educational action. The results highlight the importance of transforming teacher education curricula through collaborative actions between professionals in training and in practice. Additionally, they indicate that active participation in communities of practice significantly contributes to ongoing professional development and the reconfiguration of educational practices that are critical and committed to equity, diversity, and inclusion in education.

The pedagogical residency program in Brazil: contributions to a teacher training experience aligned with the specificities of youth and adult education

2024-09-26T14:10:30-00:00

The objective of this text is to analyze the contributions of the Pedagogical Residency Program, created in 2018 by the Brazilian Ministry of Education, to the training of future teachers to work in Youth and Adult Education. The reflections woven here are the result of documentary research, with a qualitative approach, which in procedural terms used the analysis of reports produced by 15 scholarship holders of the Pedagogical Residency Program of the Degree in Pedagogy at the State University of Rio de Janeiro. The organization and processing of the data were carried out based on the content analysis technique. When processing the responses (context unit), the following categories of analysis were defined: Youth and Adult Education students; teacher-student relationship; pedagogical practices; relationship between theory and practice; and contributions to the training of future teachers. The results show that the immersion in everyday school life provided by the Pedagogical Residency Program provokes reflection on the teacher training process and the specificities of teaching at Youth and Adult Education, which is not restricted to “knowing how to do”, encompassing the concept of Youth and Adult Education and its social and policy aspects. The results highlight the relevance of teacher training based on the articulation of theory and practice, in addition to the integration between university and school, research and teaching.

Initial teacher education for early childhood education in Brazilian official documents: achievements and challenges

2024-09-26T14:13:25-00:00

With a focus on teaching in Early Childhood Education (ECE), this article focuses on advances, setbacks, and perspectives present in regulations for initial teacher education, integrated with the development of Brazilian public education policies. Anchored in Mikhail Bakhtin's theoretical-methodological frameworks, the study, with a qualitative approach and bibliographic-documentary nature, analyzes documents of Brazilian educational legislation from 2014 to 2024, with emphasis on Resolutions 02/2015, 02/2019, and 04/2024, referring to initial teacher education. In this scope, it develops dialogue with the goals and strategies of the National Education Plan (PNE) in force in the country and with the objectives, goals, and strategies provided for in the text of the new PNE. In the midst of the negotiation of public policies, it observes movements of disputes regarding teacher education processes, also when directed to educational work with babies and young children. In this way, it recognizes the tensions that circumscribe initial teacher education, in its connection with the first stage of basic education, as a field of work. The analyses highlight advances and setbacks, indicating perspectives that require the mobilization of civil society in defense of education, in order to affirm the recognition and appreciation of teaching work, in connection with the collective construction of public policies.

Valuing teachers in Brazil: an analysis of CNE/CP Resolution n.º 4/2024

2024-10-12T16:16:52-00:00

This article investigates the valuing of teachers in Brazil based on CNE/CP Resolution n. 4/2024. The objective is to critically analyze the changes proposed by the Resolution, evaluating whether they represent progress or setbacks in the training and appreciation of teachers. A documentary approach is adopted, analyzing mentions of teacher appreciation in the Resolution through content analysis. The analysis is conducted based on three main categories: 1) Initial Training, 2) Continuing Training, and 3) Working Conditions, Career, and Remuneration. The results indicate that CNE/CP Resolution n. 4/2024 presents significant gaps, such as the lack of a clear focus on continuing training and improving working conditions, career, and remuneration of teachers. It is concluded that the current regulation may not fully meet teacher appreciation and professional development needs. The relevance of previous guidelines’ concepts is emphasized, as well as the importance of integrating new approaches to democratic participation and critical and reflective training to enhance teachers’ appreciation and, therefore, their contribution to a just and inclusive education.

[Re]construction of teaching practices and knowledge: teacher training and inclusive pedagogical practices in higher education

2024-09-26T14:33:35-00:00

For this article, we set the objective of recognizing pedagogical practices of teacher educators based on the presence of a blind student in an undergraduate course, including movements of [re]construction of teaching practices and knowledge. This article is based on a qualitative research of the intrinsic longitudinal case study type, carried out at a federal university in the southern region of Brazil. The data come from semi-structured narratives with a blind student, teacher educators, the course coordinators and professionals who work in the institution's accessibility sector. Through the discussions presented, we recognize that the presence of a blind student mobilizes teacher educators to update their pedagogical practices, thus triggering movements of [re]construction of teaching practices and knowledge. Therefore, thinking about teacher education today implies recognizing that the majority of teacher educators are, many of them, facing the demands of inclusion in higher education for the first time. This becomes evident when, in a special education undergraduate course in which teachers have initial and continuing training in the area, there is still a demand for the production and implementation of new inclusive practices, which will consequently result in the production of new teaching knowledge encompassing the specificities of inclusion. Thus, the pedagogical practices developed and shared in the narratives of teacher trainers support us in understanding that there is an intense movement to update teaching practice, and therefore to [re]construct teaching practices and knowledge that support inclusive pedagogical practices at the university.

Initial training and teacher professionalization: demands of curriculum production

2024-12-30T17:38:25-00:00

This article is the result of a Master's research project that problematized the meanings of teaching focused on the discursiveness and its articulations enunciated in the National Curriculum Guidelines for the initial training of basic education teachers, looking specifically at CNE/CP Resolution No. 2, of December 20, 2019, which established the BNC-Initial Training. From a theoretical-epistemological point of view, the research was based on a bibliographical analysis and documentary research of the discourses of these normative texts. This production aims to address the discourses of teacher professionalization, taking into account the hegemonic discourses that try to close off necessary, universal and definitive meanings of teaching to be trained as a way of achieving quality education. The unfolding of the meanings of teaching is also questioned in view of the dispute of meanings in their condition of provisionality and precariousness, as a way of thinking and interpreting politics as an environment of struggle for meaning. It was concluded that curricular production has produced a hegemony that has been evidenced through curricular documents in Professional Teaching Competencies, discursively named Knowledge, Practice and Professional Engagement. In this way, the discourses of normative and curricular texts support and promote an attempt to standardize teaching with patterns of desired behaviours to be developed in teaching as attempts to regulate and control the various possibilities of being teachers.

Directed Conceptual Map as a didactic strategy in initial teacher training

2025-04-11T16:48:16-00:00

The article addresses the conceptualization of the term Directed Concept Map (DCM), starting from the foundational premises of the Concept Map (CM) concept. The objective was to discuss the relevance of the DCM as an element in the teaching and learning process within initial teacher education in undergraduate teacher-training programs, highlighting its advantages both for students and for the development of the pedagogical practice of teacher educators at this level. The research was based on the assumption that, just like the CM, the DCM can serve as a didactic strategy that promotes the organization of knowledge, fosters critical reflection, and encourages collaboration between students and teachers. The adopted methodology was a qualitative analysis of scientific articles in the Human Sciences field, with data analysis grounded in content analysis. To develop the DCM concept and its relationship within the teaching and learning context, the analyzed articles addressed the CM in the educational sphere. The results show that planning and systematically creating DCMs can influence the training of future teachers by providing a structured view of course content, while also enabling the teacher educator to create opportunities for the development of interactive pedagogical practices. Furthermore, the DCM can foster critical and reflective learning in the teaching and learning process of students, as well as facilitate the articulation of different methods and technologies by teacher educators in this process.

Initial teacher training: progress and setbacks? Introductory note

2025-06-25T14:09:39-00:00

In the constantly evolving landscape of education, the relevance of initial training for educators and teachers is fundamental and cannot be underestimated. It is essential for laying the foundations for the future of education and teaching, directly influencing the competences, perspectives and methodologies of future education professionals. However, the advances and setbacks in official guidelines and in the programmes provided by higher education institutions have ‘woven’ a nuanced web of misunderstandings, challenges and opportunities, requiring a critical analysis of its current state.
At the centre of this discourse is the issue of preparing or training future teachers. How well prepared are educators and teachers to face contemporary classrooms influenced by complex socio-cultural contexts and the different needs of children/students? How are educators and teachers coping with the need to restructure classrooms due to ongoing technological advances, and the need to rethink pedagogical action? What is the quality of initial teacher training frameworks and programmes to equip future educators and teachers with the most appropriate tools, methods and strategies?